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OUTLINE GUIDE 

TO 

American 
History, 



am 



BY 

EMMA M,,RIDLEY, A. M, 

PROFESSOR OF HISTORY 

IN 

THE IOWA STATE NORMAL SCHOOL 



CB.DAR FALLS, IOWA: 
PRESS Of=- GEO. A. FABRICS dt COMPANY 

7898 



CZ2fl 
63 



OUTLINE GUIDE... 



TO 



American History 



BY THE 



SOURCE AND LIBRARY METHOD 



4- 

J'o 



/ 

/BY 

EMMA M. RIDLEY, A. M., 

PROFESSOR OF HISTORY IN IOWA STATE NORMAL. SCHOOL. 



CEDAR FALLS, IOWA: 

PRESS OF GEO. A. FABRICK & COMPANY. 



14456 



COPYRIGHT 1898 

BY EMMA M. RIDLEY 




TWO COPIES RECEIVED. 



PREFACE. 

Until within the last twenty-five years the his- 
torian w^as Httle more than an annahst. J. R. Green 
wrote a history of the Enghsh People. Since then all 
is changed. History writing and history study have 
received a mighty impulse. History is no longer a 
mass of dead facts. It is ahving science, whose duty 
it is to so connect the past w^ith the present that we 
may see and feel its unity, and may realize our oppor- 
tunities and our responsibilities. 

The problems before us today are the legacy of 
those who have preceded us, — the results of their 
successes or failures. This iiiakes history a living 
science, no longer to be regarded as a mere culture 
study, dependent upon the memory alone. Today 
the genuine study of history demands the exercise of 
all the mental faculties in determining motives, com- 
paring situations and drawing conclusions. This can 
not be done by reading one meager text book. Dif- 
ferent authors must be read to get different points of 
view. Better still is the present tendency to send tlie 
pupil directly to the original source, whether 
it be a newspaper chpping, a speech, a diary account, a 
letter or a government record. How much more 
meaning the "Compromise of 1850'* has when one 
reads the speeches and debates of that time! The 
original sources are constantly being made more 
available to the student. Every teacher should own, 
and may the time soon come when every pupil may 
own, the Sheldon-Barnes American history, or some 
similar collection. 

The following Outline Guide is put in print for the 
Convenience of the Iowa State Normal students, but 
may possibly be useful to others. It is not intended 
that any one student sliall use all the references 
given, but different students using different books 
will bring a variety of opinions to the class, which 



must be discussed and accounted for. Six or eight 
good texts have been cited throughout, and such 
other books as have been found most helpful. A list 
of the books referred to with the publishers' names is 
given for the use of any who may be selecting 
libraries for school or private use. 

This Outline Guide is put in print with much hesi- 
tation. It lays no claim to com^Dleteness or to much 
originality. It is intended to be merely suggestive, 
to get the pupil away from the old memory method, 
to stimulate thought, to accustom him to formulate 
and express his own opinion from the data given, and 
to make him feel if possible his opportunities and 
responsibilities as an individual and a citizen. 

Grateful acknowledgement is due to Miss Sara 
M. Eiggs, associate Professor of History in the State 
Normal, forr eadingthe manuscript and making valu- 
able suggestions. E. M. R. 



SOURCE COLLECTIONS. 

1. Sheldon-Barnes, American History,— Heath & Co. 

2. American History Leaflets (10c. each),— Lovell & Co. 

3. Old South Leaflets (5c. each),— Heath & Co. 

4. American History Studies ( 5c. each ), reprinted from arti- 

cles in 

5. Northwestern Monthly,— J. H. Miller, Lincoln, Neb. 

6. Hart's Contemporaries: 4 vols. (One volume edition for 

school use now in preparation ),—Macmillan Co. 

7. Preston's Documents, 1606-1863,— Putnam. 

8. Macdonald's Documents, 1776-1861,- Macmillan Co. 



LIST OF SCHOOL TEXT-BOOKS. 

1. Montgomery, Leading- Facts of American History,— Ginn 

& Co. 

2. McMaster, School History,— American Book Co. 

3. Fiske, History of the United States,— Houghton,, Mifflin 

& Co. 

4. Thomas, History of the United States,— Heath & Co, 

5. Eggleston, School History of the United States, — Ameri- 

can Book Co. 

7. Johnston's School History of the Unitad Stat3s,— Henry 

Holt & Co. 

8. Sheldon-Barnes, American History, — Heath & Co. 

9. Lee's School History ( Southern),— B. F. .Johnson Pub. 

Co., Richmond, Va. 



LIST OF NORMAL AND ADVANCED HIGH SCHOOL 
BOOKS. 

1. Sheldon-Barnes, American History,— Heath & Co. 

2. Channing, Students' History,— Macmillan Co. 

3. Epochs of American History, 3 vols, edited by A. B. 

Hart, — Longmans, Green & Co. 
4- Montgomery, Students' History, — Ginn & Co. 
5. Andrews' United States History, 2 vols.,— Scribners. 



6. American History Series, 5 vols, — Scribners. 

a. Fisher, The Colonial Era. 

b. Sloane, The French War and the Revolution. 

c. Walker, Making- of the Nation. 

d. Burgess, The Middle Period, 1817-1858. 

e. Burg-ess, Civil War and Reconstruction. 

7. Frothingham, Rise of the Republic of the U. S., — Little, 

Brown & Co. 

8. Fiske, The Discovery of America, 2 vols.,— Houghton, 

Miffiin[& Co. 
Fiske, Beginnings of New England. 
'• The Critical Period. 

The American Revolution, 2 vols. 

9. Lodge, English Colonies in America, — Harpers. 

10. Goldwin Smitli, (English writer) Political History of 

theU. S., — Macmillan. 

11. Biographies in the American Statesman Series, — Hough- 

ton, Mifflin & Co. 

13. Higginson, United States History,— Harper. 

14. Washington and his Country, — Ginn & Co. 

15. Fraiiklin's Autobiography. 

16. Ridpath, Popular History of the U. S..— Hunt & Eaton, 

New York. 

17. Earned, History for Ready Reference,— C. A. Nichols 

& Co., Springfield. 

18. Lossing U. S. History,— Belknap, Hartford. 

19. Morris, Half Hours With American History, 2 vols., 

— Lippincott 

20. Johnston's Orations, 3 vols..— Putnam. 

21. ColBn Series, — Harpers. 

a. Boys of '76. 

b. Building of a Nation. 

c. Boys of '61. 

22. Johnston's American Politics. — Henry Holt «S: Co. 



I 



LARGER WORKS. 

1. Prescott, Conquest of Mexico. 

2. Bryant & Gay, 1492-1870, U. S. History,— Scribners. 

3. English Authorities: 

a. Doyle, English Colonies in x\merica, 3 vols., Henry 
Holt & Co. 

b. Green, History of Eugland* 

c. Leckey. England in the XVIII century, vols., Ill, 

IV, — Appleton. 

d. Adam Smith, Wealth of Nations, — R. Worthington, 
New York. 

4. Winsor, Narrative and Critical History of America, 

8 vols.,— Houghton, Mifflin & Co. 

5. Bancroft, History of the U. S., 1492-L789, 6 vols.,— Little 

Brown & Co. 

6. Hildreth, Historyjof the U. S., 1492-1821, 6 vols.. -Harpers. 

7. McMaster, History of the People of the U. S., 1783-1821, 

4 vols,,— Appleton. 

8. Schouler, United States Under the Constitution, 1783- 

1861, Dodd, N. Y. 

9. Parkman, France and England in North America. 1492- 

1763, 9 vols.,— Little, Brown & Co. 

10. Bruce, Economic History of Virginia in the 17th Cent- 

tury, 2 Vols-, — Macmillan, 

11. Weeden, Economic and Social History of New England, 

1620-1789, 2 vols.,— Houghton, Mifflin & Co. 

12. Greeley, American Conflict, 1789-1867, 2 vols.' — A. D. 

Case & Co., Hartford. 

13. Rossiter Johnson, Short History of the War of Seces- 

sion,— Houghton, Mifflin ct Co. 

14. Ropes, Story of the Civil War, — Putnam. 

15. Draper, History of the American Civil War, 1850-65, 

Harpers. 

16. Rhodes, The United States from 1850, 3 vols., — Harper's. 

17. VonHolst, Constitutional History of the U. S., 8 vols.., 

1783-1861, — Callaghan, Chicago. 

18. Jefferson Davis, (Southern) Rise and Fall of the Con- 

federate Government, 2 vols., — Appleton. 



19. A. H. Stephens (Southern), War Between the States., 

2 vols. National Pub. Co. 

20. Curtis, Constitutional History of the U. S. 1783-1789, — 

Harpers. 

21. Wilson, Rise and Fall of Slave Power in America, 

3 vols , Osgood, Boston. 

22. Andrews, The Last Quarter Century in the U. S., 2 vols., 

Scribner. 

23. Hig-ginson, Life in a Black Regiment, — Longmans. 

24. Williams, Negro Troops in the Rebellion, — Harpers. 

25. Mary A. Livermore, Story of the (Ilivil War, — Worth- 

ington, Hartford. 

26. American Commonwealth Series (History of the States), 

Houghton. 

27. Dodge, Bird's Eye View of the Civil War, — Houghton. 

28. Porter, Naval History of the Civil War, — Sherman, 

New York. 

29. Edw. P. Smith, Christian Commission, — Lippincott. 

30. Comte de Paris, History of the Civil War, — Porter & 

Coates. 

31. Scott, Reconstruction During the Civil War. — Houghton. 

32. McClellan's Own Stoiy, Webster & Co., New York. 

33. Benton, Thirty Years in the Senate, 1820-50, — Appleton. 

34. Lowell, Political Fssays, — Houghton. 

35. Webster's Great Speeches, — Little, Brown & Co. 

36. Phillips, Speeches and Lectures, — Lee & Shepard. 

37. Lincoln and Douglas, Speeches and Debates, — Scott, 

Foresman & Co. 

38. Beecher, Patriotic Addaesses, 1850-85, — Fords, Howard, 

Hulbert. 

39. Elliot's Debates, 5 vols., — Lippincott. 



INTRODUCTORY. 



I. Things that paved the way for the discovery 
OF America. 

1. Pre-Columbian discoveries. 

a. North Qien. 

1). Compare with Phoenician voyages. 
2). Credibihty of the sagas, — compare with 
Greek myths. 

b. Other claimants. 

c. Why were these voyages not followed up ? 

d. What good did they do? 

e. What if gunpowder or printing had been 
known by 1000 A. D.? Why were they not 
known ? 

Channino- 22-4. Epochs I. 21-3. Slieldon 6-12. Montgom- 
ery 1-3.* Fiske 19-22. Thomas 4-5. Brvant I. 35-91. Hart's 
Contemp. I. 28-34. Fiske's Disc, of Am!! I. 148-260. Winsor 
I. 61-9: IV. pp. XX. -XXX. Am. Hist. Leaf. No. 3. Old South 
Leaf. No. 31. Forum VIII. 489. Andrews I. 1-2. Doyle I. 18. 

Supplementary Reading.— Longfellow's "Discoverers of 
the North Cape" and ''The Skeleton in Armor."' Lowell's 
"The Voyage to Vinland. Whittier"s "The Norsemen." 

2. Crusades. 

3. Travelers, — Marco Polo, etc. 

4. Fall of Constantinople. 

5. Portuguese voyages. 

6. Inventions. 

7. Intellectual awakening. 

8. Religious zeal. 

Note the reasons for and the effect of each of 

the above. 
Query, — Wiiat was the problem of the Middle 

Ages? Why? 

Channing 24-8. Epochs I. 23-4. Sheldon 3-G: 12-16. Mont- 
gomery 3-4. McMaster 10-11. Fiske 21-6. Gordy 1-2. John- 
ston 3-4. Fiske Disc. Am. I. 269-78: 293-5: 313-20. Andrews I. 3. 
Fisher 12-13. Winsor II. 39-42: 94-1U4. Bryant I. 92-8, 
Morris, Half Hours I. 42-3. Old S. Leaf. No. 32. 

* Ail references to Montgomery are to the Students' History. 



10 OUTLINE GUroE TO AMERICAN HISTORY. 

Supplementary Reading.— Coleridge's "Kubla Khan," 
written after reading Marco Polo's travels. 

II. Native Races. 

Query: — Have the Mound Builders affected our 
civilization? Have the Indians '? Study with this 
thought in mind. 
1. Indians. 

a. Origin. 

b. Characteristics. Reasons for conflicting 
reports of early navigators. 

c. Relations with the whites. 

1). Good effects of Indian opposition. 

d. Where are the Indians now ? 

e. Have we treated them fairly? 

f . What are we doing to civilize them ? 

g. Why were they not more advanced in 1492? 

Montgomery 19-14. Epochs I. 7-19. Sheldon 51-6: 381-5. 
McMaster (i6-Tii. Fiske 1-14. Gordv 76-85. Eggleston 71-6; 
85 9; 118, 370. Fisher 5-12. Fiske's Disc Am. I. 1-147. Dovle 
I. 8-17. Shaler I. 190-273. Bancroft II. 86-136. Hildreth I.oO. 
Andrews I. Introd. Bryant I. 19-34. Weeden 23-46. Park- 
man's Jesuits in N". A. 



Supplementary Reading. — Longfellow's "Hiawatha"'. 
Coojjer's '"Last of the Mohicans". Helen Hunt Jackson's 
'■Romona'". Eggleston's "Famous American Indians"'. N. A. 
Rev.CXXII., ''Montezuma's Dinner". Introduction to Pres- 
cott's "Conquest of Mexico."' 

III. Physical Features of North America. 

N. B. — Study to show tlieir effect on tlie char- 
acter of the settlers and on tlie development of the 
country. 

1. Which was better for exploration and civiliza- 
tion, the eastern or western coast? Why? 

2. Compare the northern and southern settlers as 
affected by climate, surface, natural resources, 
etc. 

3. Fitness of the United States for the home of a 



Channing 1-17. Epochs I, 1-7. Dovle I. 5-8. Winsor IV 
1-30. Shaler I. l-oU. Fisher 1-4. Pavne 18-25. Weeden I, 
1-7. Dovle I. 5-8. 



DISCOVERY AND EXPLORATION 



N. B. — Study (1) to find out the motives of individuals 
and nations ; (2) to learn what European nations 
claimed territory in America, noting: 
a). How each nation obtained or strengthened 

its claim ; 
b). What effect each nationality had on our 

life and institutions? 
c). How England came to get most of it. 

N. B. — Place in note book this last topic (c) and each 
event bearing upon H as you come to it. 

N. B. — Get a Heath's outline map of North America 
(or draw one) and write the name and date of 
the explorer where he did his work, using dif- 
ferent colored inks or different types to repre- 
sent the different nations. 

N. B. — An outline map may be sketched on the board 
before hand and the explorations placed there- 
on as the recitations progress. 

1. Columbus 

a. Would America have been discovered if Colum- 
bus had never lived"? Your reasons. 

b. Did the idea of sailing west originate with Col- 
umbus"? Proof. 

c. His motives. (Note the bargain with the king of 
Spain.) 

d. Hindrances, — reasons for and results of. 

e. Does he deserve more credit than his sailors? 
Your reasons. 

f. Has he been over-praised"? Your reasons. 

g. Compare the number of sailors on the first and 
second voyages and account for the difference. 

h. Is America rightly named"? Why"? 
C'Danning 25-30; 34-5. Epochs I. 23-4. Sheldon 19-27. . Mont- 
g-omery 4-7: 9-10. McMaster 11-17. Fiske 25-32: 34. Gordy 
2-8. Egg-leston 1-5. Thomas 5-7. Andrews I. 4-11. Brvant 
1.92-128. Hart's Contemp. I. 35-40; 44-9. Am.Hist.Leaf. No.l. 
Old S. Leat. Nos. 29. 33. 34. Morris I. 49. Winsor II. 1-23. 
Coffin's Old Times 45-9. 



12 OUTLINE GUIDE TO AMERICAN HISTORY. 

i. Recent ideas of Columbus. 

Independent, Oct.. and Nov. 1892. Rev. of Revs., IV. 617. 
ArenaVI. 603. Century XLIV. 122, 280, etc. 



Supplementary Reading. — Prescott's "Ferdinand and 
Isabella.'" Tennyson's poem on 'X'olumbus." Irving's "Life 
of Columbus." Lowell's "Columbus." 

2. The Cabot Voyages. 

a. Object and results. 

Explain the announcement that Henry VII. 
had "won a part of Asia without a stroke of the 
sword." 

b. Were the Cabot voyages followed up? Reasons. 

c. English fishermen. 

d Why did the Italians make voyages for other 
nations ? 

Channing- 21, 31-1. Epochs I. 25. Sheldon 27-31. Mont- 
gomery 7-8. McMaster 11. Fiske 3". Gordv 6-7. Eggleston 
8-10. Hart's Contemp. 69-72: 161-7. Am. Hist. 'Leaf. No. 9. 
Old S. Leaf. 37. Fiske's Disc. Am. II. 1-18. Brvant I. 129-38. 
Andrews I. 25-7. Dovle I. 23-6: 37-9. Winsor III. 1-7. Ban- 
croft I. 8-15. Higg-inson 78-81. Hildreth I. 34-6. 



3. Portuguese voyages. 

a. Direction and object of. 

b. The "Pope's division" or the "line of demarca- 
tion." 

4. Discovery of the Pacific. 

a. Compare this discovery with that of Columbus. 

5. Circumnavigation of the globe. 

a. Reason for. 

b. Importance of. 

c. Effect on the idea of a northeast passage. 

Channing- 35-7. Epochs I. 25-6. Montgomery 6, 10, 13. Mc- 
Master 11-7. Fiske 35-6: 42. Gordv 6-8: 18. Eg-g-leston 10-11. 
Fiske's Disc. Am. I. 322-7: II. 18-9: 36: 190-211: 487. Fisher 
14-16. .Andrews I. 12-3. Sheldon 28-9. Winsor IV. 1-4. Mor- 
ris I. 38. Hart's Contemp. I. 40-4. 



N. B. — Put the topic Slavery in your note book and 
add to it as occasion offers. 



OUTLINE GUIDE TO AMERICAN HISTORY. 13 

6. Spanish in North America to 1600. 

a. In Florida, Carohna and Virginia. 

N. B. — Place the topic Florida in note book and 
note change in ownership, giving reasons. 
1). Strategic importance of Florida. 
2). DeAyllon and slavery. Begin to collect rea- 
sons for and against slavery. 

b. In Mexico and on the Pacific coast. 

1). Was the conquest of Mexico a good thing for 
Mexico or not? For Spain V Your reasons. 
Note also the conquest of Peru. 

c. In the Mississippi region. 

1). Did DeSoto help or hinder colonization? 
Your reasons. 

2). When DeSoto mustered his men in Spain, 
the Spaniards appeared "in doublets and 
cassocks of silk, pinckt and embroidered" 
while the few Portuguese who joined him 
"were in the equipage of soldiers in neat 
armor." Your conclusions from this. 

d. How much had Spain accomphshed by 1550? 
Compare with what she did after 1550 and ac- 
count for the difference. Note the cause and 
effect of the Spanish armada. 

e. Why should the Indian think that the god of the 
Spanish was gold? 

N. B.— Reserve a page in your note book to record 
the loss of Spanish territory, with the reasons. 

Channing- 38-42: 51. Epochs I. 27-30. Sheldon 31-40. Mont- 
gomery 12-15. McMaster 17-24. Fiske 42-5. Gordy 12-*. 
Thomas 7-8. Fisher 16-20. Andrews I. 14-22. Doyle I. 7o-81. 
Winsor II. 232-54: 480-98. Hart's Contemp. I. 49-64. Am. 
Hist. Leaf. No. 13. Old S. Leaf. Nos. 20, 35, 36, 39. Fiske's 
Disc. Am. II 213-482: 554-666. Prescott Bk. IT ch. II. 171: 
ch. III. 186: ch. V. 210. Bryant I. 139-73. Higg-inson 64-74. 
Morris Half Hours 69, Coffin's Old Times 29. Bancroft II. 
34-68: 74-82. Hildreth I. 39. 

Supplementary Reading.— Prescott' s "Conquest of Mex- 
ico'" and "Conquest of Peru." Eggleston's "Montezuma." 
Wallace's "The Fair God." Munroe's "Flamingo Feather." 

7. The French in America to 1600. 
a. Early fishermen. 



14 OUTLINE GUIDE TO AMERICAN HISTORY. 

b. In 1522 one of Magellan's ships touched Prance. 
Francis I. exclaimed, "Why, these princes coolly 
divide the new world, between them ! I should 
like to see that article of Adam's will which gives 
them America. '' Explain this. 

c. Effect of Verrazano voyage, 1524, on Spanish 
claims. 

d. Account for French inactivity. 

e. 3 Work along the St. Lawrence, 1534-41. 

f. The Huguenot colonies, 1555-65. 

1). Compare motives and methods with previous 
attempts. 

2). Why was it "good newes" at Fort Caroline 
to learn that there were Indians who covered 
"their breasts, armes, thighes, legs and for- 
heads with large plates of gold and silver'^ 
as armor? Why did the Indians always re- 
port that this came from some tribe to whom 
they were hostile? 

3). "The [Indian] women going to dance, did 
weare about their girdles plates of gold as 
broad as a sawcer, and in such number that 
the weight did hinder them to dance at their 
ease; and that the men ware the like, also.'^ 
Effect of such reports. 

4). Cause and result of the conflict with Spain, 

g. How much did France claim by 1600? 

N. B. — Reserve a page in the note book for the loss 
of French possessions, giving reasons. 

Channing- 21, 40, 13-7. Epochs I. 32-4. Monto-omery 16-7. 
McMa-ter 23-4. Fiske 50-5. Gordy 89. Egg-leston 116. Fiske's. 
Disc Am. 493-6; 512-23. Winsor IV 5-9; 47-55. Fisher 20-2. 
Old S. Leaf. No. 17. Hart's Contemp. I. 102-21. Higg-inson's 
Exp. 99-104. Andrews I. 23-5. Brvant 174-223. Doyle I. 82- 
98. Hildreth I. 42-6. Coffin's Old T. 27. Morris I. 90. Park- 
man's Pioneers 33-95. 



Elizabethen seamen. 

a. What had the English done since the Cabot voy- 
ages ? Why ? 

b. Account for her activity from 1570 on. Review 
the Spanish armada affair. 



OUTLINE GUroE TO AMERICAN HISTORY. 15 

c. Account for Drake's circumnavigation of the 
giobe. Why is so much said of it? 

1). Explain this account of Drake's voyage: "We 
found by the sea side a Spaniard lying 
asleepe, who had lying by him 13 bar res of 
silver, which weighed 4000 ducats Spanish ; 
we tooke the silver and left the man. Not 
farre from hence, going on land for fresh 
water, we met with a Spaniard and an Indian 
boy driving 8 Llamas or sheepe of Peru * * 
so that bringing both the sheepe and their 
burthen to the ships, we found in all the bags 
800 weight of silver." 

2). Reconcile the above with this from Drake'slet- 
ter to his company, '' * * whom I commit to 
the tuition of him that with his blood re- 
deemed us, and am in good hope that we shal 
be in no more trouble, but that he will helpe 
us in adversitie, "' etc. (Hart's Contemp.) 

3). Did he influence colonization in America? 

d. Beste, an Elizabethen writer, said, " - ^ theo7ily 
thing of the world that was left undone whereby 
a notable mind might be made famous and for- 
tunate" was the discovery of a strait through 
North America. Explain. 

e. Why was Frobisher said to be "among the fam- 
ousest men of our age for counsell and glory 
gotten at sea"? Why should his wife say, "Sir 
Martin Frobisher, wliom God forgive"? 

f. What effect did the behef in a passage through 
N. A. have on exploration? On colonization? 

g. Compare Raleigh's idea with that of Frobisher 
and Gilbert. Compare results. 

Charming 47-53. Epochs I. 36-44. Sheldon 41-5. Fiske 59- 
65. Montgomery 18-9: 24-6. McMaster 26-8. Gordy 19-24. 
Eg-gleston, 13-7 Fiske 23-8. Winsor III. 60-4:88. Andrews I. 
26-30. Hart's Contemp. I. 72-101. Higginson's Exp. Eggies- 
ton's Beg. of a Nation 4-7. Bancroft I, 63. Hildreth I. 77- 
88. Dovle I, 29-106. Coffin's Old T. 33-57. Bryant I. 224-61. 
Morris I. 105. Winsor IIT. ch. II. 

SuPLEMENTARY READING.— Longfellow's "Sir Humphrey 
Gilbert". Kingsley's Amy as Leigh; or Westward Hoi 
Scott's "Kenilworth". Henty's "Under Drake's Flag". 



REVIEW. 

1. Conflicting claims. Reasons for. 

2. Compare the Englisli attempts to settle before 1600 
with those of Spain and France, as to motives, 
methods, and reasons for failure. Were these 
efforts wasted? Your reasons. 

a. Explain this, written in 1582, by Sir Geo. Peck- 
ham: "Then shall her Majesties dominions be 
enlarged, her highnesseancienttitles justly con- 
firmed, all odious idlenesse from this our Realm 
utterly banished, divers decayed towns repaired, 
and many poor and needy persons relieved, and 
estates such as now live in want shall be embet- 
tred, the ignorant and barbarous idolaters taught 
to know Christ, the innocent defended from 
their bloodie tyrannicle neighbors * * " 
Tills would also get rid of "a great number 
of men which do now live idely at home, and 
burthnous, chargeable, and to the common annoy 
of the whole state." (Hart's Contemp. I. 190). 

Peckham also says that the voyage is not al- 
together undertaken for gain, for if the Indians 
"receive this onl}^ benefit of Christianity (in ex- 
change for furs, etc.) they were more than fully 
recompenced." He adds, "Wee got for trifles 
neer 1100 Bever skinnes, 100 Martins, and neer 
as many Otters." 

3. Of what importance is it to American histor^^ that 
Spain's colonizing was limited to 1492-1600? Why? 

4. Prove this statement: "The discovery of America 
emerged from a complex group of facts and theo- 
ries, and was accomplished through a multitude of 
enterprises in all parts of the globe." 

5. What things occurred about the same time? Rea- 
sons for. 

6. What did each nation claim by 1550? By 1600? 
Note any decline or advance witli the reasons. 

7. Which men of this x^eriod do you think had the 
most lasting and largest effect on history? Which 
would you rather have been? Whj^? 

8. What things do you think might have been done 
better, even under existing circumstances? Why 
were they not? 

9. Effect of the discovery of America on Europe. 

16 



COLONIZATION PERIOD. 

N. B. — The object of our study is to trace the growth 
of ideas, — political, religious, educational, in- 
dustrial and social, — representing our great 
institutions, — the government, the church, 
the school, occupations and the family. 

N. B. — Head pages in your note book with each of the 
above five ideas and note points under each as 
you study. Under political ideas keep separ- 
ate pages for the growth of local institutions 
and for the growth of the idea of union. 

N. B. — Measure the value of ever\^thing by the 
amount of influence it has on these ideas. 

N. B. — Note the purpose of colonization, the character 
of the emigrants and effect of contact with 
nature and the Indians. 

N. B. — An outline map of the U. S. may be made or 
bought on which to locate the settlements and 
the extent of the grants. 

N. B. — A table may be built up showing name of 
colony, name of settlement, the nation making 
it, government (note changes), religion, etc. 

1. Define a colony. From an ideal point of view; from 
England's point of view. 

N. B. — Keep a page in jour note book for illustrat- 
ing England's idea. 

a. Has the United States a colonial system? 

b. Compare English motives and methods with 
those of other nations. 

c. Reasons for successful colonization after 1600. 
Make a list in note book. 

Epochs I. 45-53; 65-6. Doyle I. 75-7: 101-4. Johnston 11-23. 
Fiske's Disc. -Am. II. 566-9.*^ Hart's Contemp. 145-67. Adam 
Smith's "Wealth of Nations." ch. on colonies. 



18 OUTLINE GUIDE TO AMERICAN HISTORY. 

2. Revival of English enterprise. 

a. Reasons for. 

Stltdy. — "It is agreed that ye Councell meet the 
Morrow * * at Sr. Ferd: Gorges Lodgings for 
conferring about ye forrDe of a patent betweene 
7 and 8 o'clock in ye morneing." [From Council 
proceedings, 1622.] 

"Wee will grante to every present undertaker 
for his owne head, 100 acres of land * * and for 
every man sarvt yt he shall bringe or send 
thithr yt is fitt to bare Armes, armed wth a good 
lierlocke musket, performed boare, 12 bullets to 
ye pound, and wth 20 lb. of powder & 20 lb. of 
Bullets, 50 acres of land." [Offer of Carolina 
proprietors in 1663. See Hart I. 276.] 

b. Have the voyages of Gosnold, Pring and Wey- 
mouth any real value in American history "? Your 
reasons. 

c. The Virginia Company, — when and why organ- 
ized ? 

1). Compare this with the methods previously 

used for planting colonies. 
2). Terms of the charter, — your conclusions as 

to general motive. 

Charming 59-61. Epochs I. 53-5: 66-9. Sheldon 57. Mont- 
gomery 28-9. AlcMaster 29-30. Fiske 65-7. Gordy 26-7. Fisher 
30-1:. Am. Hist. Leaf. No. 16, p. 5. Hart's Contemp. I. 144- 
64. Winsor IV. 172. Higginson's Exp. 203-13. Dovle I. 101- 
11. Bryant I. 267. Bancroft 85-6. Hildreth I. 90. ' 



N. B. — Headings in note book : 

a. England's commercial policy. 

b. Political daring, courage, good fortune. 

c. Colonial denials of the supremacy of Parlia- 
ment. 

3. Settlement of Virginia to 1660. 

a. Was the interest of the individual colonist con- 
sidered ? Prove it. 

b. Character and motives of colonists. Sir Thomas 
Gates in 1610 wrote, "[There was] a great ship- 
wreck in the continent of Va. by the tempest of 
dissention: every man overvaluing his own 



OUTLINE GUIDE TO AMERICAN HISTORY. 19 

worth, would be a commander; '^ * The next 
fountaine of woes was secure neghgence, and 
improvidence, when every man sharked for his 
present bootie, but was altogether carlesse of 
succeeding penurie. ^ * Unto idleness you may 
joyne treasons * * wrought by those unhallowed 
creatures - that forsooke the colony. * * Unto 
Treasons, you may joyne covetousnesse in the 
Mariners, who * * partly embezzled the pro- 
visions, partly prevented our trade with the 
Indians, making the matches in the night, and 
forestalling our market in the day." Hart I. 
206-8. 

c. Efiect on the location of the colony. 

d. Work of John Smith and credit due him. 

e. Reasons for famine 1609-10. 

1). Why should one man throw his Bible in the 
fire and sav there was no God? 

f. Work of Dale 1611-16. 

1). Which was better, the early freedom or 

Dale's military law? Why? 
2.) Compare conditions in 1611 with 1616. 

g. Compare w^orking in common with working for 
one's self? Is the same true today ? Why ? 

h. Effect of tobacco culture, politically, education- 
ally, economically, etc. Note England's tobacco 
act. 

i. Explain Francis Bacon's rem^ark that it was 
"a shameful and unblessed thing" to settle a 
colony "with the scum of the people. " 

j. Effect and cause of the introduction of Negroes. 
Compare with white servants about 1670. 

k. Time and origin of the First Colonial Assembly. 

a. Rights secured. 

b. Importance of. 

Study this extract from their official report: 
''[The Speaker sat in front of Gov. Yeardley, 
the others on either side] But forasmuche 
as men's affaires doe little prosper where 
God's service is neglected * * a prayer was 
said. * * Prayer being ended, to the intente 
that as we had begun at God Almighty, so 



20 OUTLINE GUroE TO AMERICAN HISTORY. 

we might proceed with awful and due 
respecte toward the Lieutenant our most 
gracious and dread soveraegne * ^ [With- 
in three days the assembly had passed laws] 
against Idleness, Gaming, durunkeness & 
excesse in apparell. "" 
1. Written constitution, — value of. 
m. Reasons for the change in the srovernment in 
1624. 
1). Why should the king call the company "a 

seminary for a seditious Parliament'''? 
2). What did the colonists think of the change? 
Did it make any difference? 
n. Effect of the founding of Maryland. 
1). Note boundary questions. 
2). Compare Maryland and Virginia as to gov- 
ernment and religion. 

Note. — Marj^land assembly in 1649 punished 
with death and loss of goods anyone cursing, 
denying or making "reproachful speeches" 
concerning the Trinity, but "noe person * * 
professing to believe in Jesus Christ" should 
be troubled "so as they be not unfaith- 
ful" to the proprietor or the government. 

"In Virginia the families * " being seated 
" * at such distances from each other, many 
of them are very remote from the House of 
God, though placed in the middest of them. 
Hart I. 295. 
o. Account for Virginia's attitude during the Eng- 
lish Commonwealth government, 
p. Did the Virginians before 1660 show any marked 

political ability? Prove it. 

q. Note England's various efforts to make Virginia 

profitable. [Eggleston's Beg. of a Nation 73-94.] 

Channing- 61-70. Epochs I. 69-77. Sheldon 58-69. Gordy 

26-35. Montgomery 29-37. McMaster 30-4. Piske 67-76. Eg- 

gleston 19-32 Thomas 12-4; 24-5. Fisher 34-49. Andrews I. 

31-9. Eggleston's Beg. of a Nation 25-59; 88-9. Am. His. 

Leaf. No. 27. Hart I. 171-4: 200-36. Bruce I. Hildreth I. 

ch. 4. Winsor III. 127. Preston's Doc. 1. 32. Brvant I. 267- 

307. Lodge I. 24. Dovle I. 101-84. Higginson 8o-90: 143-5L 

Morris I. 116. Coffin 4o-9: 87. Macaulav"s Eng. 582. Green's 

Eng. 666. 



OUTLINE GUIDE TO AMERICAN HISTORY. 21 



MARYLAND. 

Charming 70-3. Epochs I. 81-7. Sheldon 70-1. Montg-om- 
ery 99-101. McMa-ter ai-tt. Fisher 125-9. Gordy 37-9. Egg-les- 
ton 50-2. Thomas 24-7. Winsor III. 517-29; 533-6. Hart's 
Contemp. 217-71: 291-1. Am. Hist. Leaf. No. 16, p. 12. An- 
drews I. ch. 6. Eggleston's Beg. Xat. 220-57. Preston's Doc, 
62-77. Winsor III. 517-13. Bryar.t I. 185-516. Lodge 93-111. 
Doyle I. 275-313. Hildreth I. 209-15. 



SUPXLEMENTARY READING. — Charles Dudley "Warner's 
•'Captain John Smith." Eggleston's "Pocahontas and Pow- 
hatan."' Thackeray's "'Virginians." 

1. New England to 1660. 

a. Review early attempts to settle. 

b. Religious parties in England. 

1). Explain relation between church and state. 

2). Parties, — Distinguish between them. 
C" Pilgrims. 

1). Their life in Holland, — why leave if? 

2). Negotiations with the king, the London 
company and the merchants. Account for 
results in each case. 

3). Study this advice given the Pilgrims by 
Rev. John Robinson. "Whereas you are to 
become a Body Politick * * and are not 
furnished with Persons of special Emin- 
ency - " to be chosen by you into Office 
of Government; Let your Wisdom and God- 
liness appear not only in choosing such Per- 
sons as do intirely love * * the common 
Good: but also in yielding unto them all 
due Honour and Obedience. " 

1). The Mayflower Compact, 
a). Read it, noting terms, 
b). W^hy made? 
c). Its importance. 

5). Their communistic experience. 

6). Their government. 

a). What is a democracy? Are there any 

now ? 
b). Voting qualifications, — note the influence 
of Miles Standish. 



22 OUTLINE GUIDE TO AMERICAN HISTORY. 

7). Why did Plymouth grow so slowly? 
8). Relations with the Indians. 

Charming 73-80. Epochs I. 113-24. Sheldon 65-8: 80. Fiske 
85-91. Montgomery 36: 60-8. McMaster 40-7. Gordy 41-6. 
Eggieston 34-8. Thomas 15-7. Winsor III. 257-69:295. Am. Hist. 
Leaf. Nos. 16, 29. Fiske's Beg. N. E. 50-66: ' 71-87: 199-205. 
Fisher 82-98. Andrews I. 39-41. Hart's Contemp. I. 187-90: 
312-8: 340-61. Eggleston's Beg. Nat. 98. Green's Eng. People'. 
Weeden's N. E. Brvant I. 370. Lodge 341-2. Doyle II. 11- 
81. Hildre^.h I. 90. 153. Coffin O. T. 111-5. Morris 145. 



d. The Puritans. 

1). Massachusetts Bay Company, — note the 
origin of the charter government and show 
how it might have become an oligarchy. 
2). Compare the settlements of Salem and Ply- 
mouth, as to people, motives, growth, etc. 
3). The Great Emigration. 

a). Cause, — compare with our Stamp Act 

trouble, 1765. 
b). Explain this from Sir Francis Higginson, 
1629: "The passage was through God's 
blessing * * short and speedy — 6 weeks 
and 3 days, healthful to our passengers, 
being freed from the great contagion of 
the scurvie and other maledictions, which 
in other passages "^ "^ had taken away 
the lives of many. * * We constantly 
served God ^ * "' [Hart I. p. 194.] 
c). Explain this proclamation of Charles I., 
1637: "Xo persons being subsidy men 
(liable for taxes) or of the value of sub- 
sidy men shall emigrant.'" 
4). The Watertown Protest, 
a). Occasion of. 
b). Underlying principle. 

Explain their statement that "it was not 
safe to pay monej^ after that sort for fear 
of bringing themselves and their poster- 
ity into bondage. " 
c). Results, — significance of. 



OUTLINE GUIDE TO AMERICAN HISTORY. 23 

5). Results of the prosperity of Massachusetts, 
a). On other colonial enterprises, 
b). On the kind of settlers, 
c). On England's attitude. 

(1). Explain Winthrop's statement that 
the "disorders of the mother country 
were the safe guard of the infant lib- 
erties of New England. " 
6). Customs, etc. 

a). 1631, Winthrop's diary says, "At this 
court * * a servant * * being convict, 
of most foul, scandalous invectives 
against our churches and governments, 
was censured to be whip^Ded, lose his 
ears, and be banished the plantation, 
which was presently executed.'' 
b). Winthrop says, "When the people have 
chosen men to be their rulers "^ * [and 
then petition to have a law not against 
God's law repealed] * * amounts to a 
plain reproof of those whom God hath set 
over them * * and [is] against the tenor 
of the fifth commandment.'* 

Channing 80-6. Epochs I. 124-32. Sheldon 72. 81. Mont- 
o-omery 68-72. McMaster 16-7. Fiske 91-7. Gordy 16-50. 
Eg-gleston 39-11. Thomas 17-21. Fisher 100-11. Fiske'sN.E. 
88-110. Hart's Contemp. 175-86: 190-9; 318-21: 366-82. Andrews 
I. 41-2. Old S. Leaf. No. 7. Eg-gleston Beg-. Nat. 188-213. 
Winsor III. 310. Preston's Doc. 36-61. Weeden 133-49. Bry- 
ant I. 516-41. Lodge 343. Dovle II. 83-112. Hildreth I. 176-87. 



Supplementary Reading.— Moore's ''Pilgrims and Puri- 
tans." Longfellow's '"Miles Standish.'" Jane Austin's "St<:t,n- 
dish of Standish:" "Betty Alden." Hawthorne's "Twice Told 
Tales." Campbell's "Pilgrims and Puritans in England, 
Holland and America." Hemans's [Mrs.] "Landing of the 
Pilgrim Fathers." Holmes's "Robinson of Leyden." |,Mrs.] 
Stowe's "Mayflower."" 

7). Colonies settled from Massachusetts, 
a). Rhode Island. 

(1). Roger Williams's views on religion? 
Church and state? Land titles? 
Were his doctrines sound? Do you 



24 OUTLINE GUIDE TO AMERICAN HISTORY. 

blame Massachusetts for expelling' 
him? Do we owe him anything? 
(a). Act expelling Williams said, he 
"hath broached and divulged 
divers new and dangerous opin- 
ions against the authority of 
magistrates; as also writ letters 
of defamation, both of the magis- 
trates and churches here." 
(b). Why did Whithrop privately 
w^rite him to steer his "course to 
the Narragansett Bay and Indi- 
ans, [a place free from English 
patents.]'' 
(2). Anne Hutchinson, — Winthrop, 1637, 
said to her, "Your conscience you 
must keep or it must be kept for 
you." Explain. Would you call her 
a woman's rights woman? 
(c). Explain the government of R. I. 
(d). Would you have liked to hve 
there? Reasons. 
Chaiimng 80-90. Epochs I. 132-6: 146-9: 159-61. Sheldon 
72. Montgomery 72-1. McMaster 49-50, Fiske 97-100. Gor- 
dv 52-6. Eg-D-leston 42. Johnston 55: 166-7. Fisher 114-20; 
lo4. Thomas 21-2. Fiske's X. E. 114-9. Hart I. 397-409. 
Egg-leston's Beg. Nat. 266-306: 329-43, Preston's Doc. 110-29. 
Brvant I. 533-7: 55.3-6. Lodge 385. Dovle II. 113: 179. 
Morris 156. Coffin's Old T. 18":. 

b). Connecticut. 

(1). Reasons for. Note attitude of Mass. 
(2). Fundamental Orders. Compare with 
Massachusetts government and May- 
flower Compact. Significance. 
(3). Reasons for founding New Haven. 
(4). Effect of protecting the regicides. 

Channing 90-2. Epochs 1.140,146. Sheldon 81-2. John- 
ston 32-4. Montgomery 91-9. McMaster 50-1. Fiske 100-5. 
Gordv 50-2. Old S. Leaf. No. 8. Hart I. 363-5: 410-25: 488- 
94. Fisher 126-31: 150. Fiske's N. E. 123-34. Eggleston's Beg. 
Nat. 315-29. Preston's Doc. 78-84; 96-119. Bryant I. 549-52. 
Lodge 373. Doyle II. 149. Coffin's Old T. 171. Winsor HI. 
330 . 



OUTLINE GUIDE TO AMERICAN HISTORY. ZD 

c). New Hampsijire. 

(1). Government, — relation to Massa- 
chusetts, etc. 
Epochs I. 150-3. Montgomery 86-91. McMaster 47-8. Fiske 
97-100. Fisher 100, 124. 158, 224. Bryant I. 333; II. 27. Hil- 
dreth I. 258. Doyle I. 201. Coffin's Old T. ch. XII. 

8). Voting by ballot, 1634, — reason for and im- 
portance of. 
9). Massachusetts "Body of Liberties.'' 

a). Objections to. 

b). Importance of. 

c). ComjDare with Connecticut "Orders." 
10). New England Confederation. 

a). Note earlier suggestions of union. 

b). Time, object, colonies in it. Why not 
others? Principles involved. 

c). Note the basis of taxation and represent- 
ation. Was it satisfactory '? 

d). Explain Winslow's answer to England's 
objections, "If we of America should for- 
bear to unite for offence and defence 
against a common enemy till w^e have 
leave from England, our throats might 
be cut before the messenger would be 
half way across the sea." 

Channing- 92. Epochs I. 137-9: 154-9: lGl-4. Montgomery 
75. Fiske 107. McMaster 51-2. Fisher 1.33-43. Am. Hist. 
Leaf. Nos. 7, 25. Hart I. 447-51. Preston's Doc. 85-95. Gor- 
dy 56. Andrews I. 46-7. Fisher's N. E. 15.3-98. Doyle II. 62: 
220-65. Bryant II. 49. Hildreth I. 274, 285. Lodge. 
Frothmgham. 



11). Schools, colleges, and printing. 
5. Dutch settlements. 

a. Origin and object of Dutch claims. 

b. Value of location then and now\ 

c. Recall Champlain's relation with the Iroquois and 
note the effect here. 

d. Dutch in Connecticut and Delaware. 

e. The Patroon system, — object, nature of, results. 
Relation to anti-rent riots of 1843. 



26 OUTLINE GUIDE TO AMERICAN HISTERY. 

f . Government to 1660. 

1). Note work of the reform party, 1650, which said 
that colonization "was not begun properly; 
for it was merely accidental. * * Trade is 
more suited for slaves than freemen, inconse- 
quence of the restrictions * * [and] inspec- 
tion. " "There should be a public school * ^ 
also an alms house, and an orphan asylum 
* * and godly, honorable and intelligent 
rulers who are not very indigent, or indeed, 
not very covetous.'" 

2). Compare with Massachusetts. 

g. Do we owe anything to the Dutch y 

Channing 95-9. Epochs I. 44. 50: 103-4: 196-200. Sheldon 
69-70. Monto-omery 43-7. McMaster 36-9. Fiske 129-33. 
Gordy 64-9. Eg-g]estOQ 45-7. Fisher 177-87. Andrews I. 56-61. 
Hart I. 121-5:517.532-7. Fiske's N. E. 122-3: 155. Brvant 1.339- 
69: 429-75. Winsor IV. 395-409. Morris I. 183-92. Coffin's 
Old T. 142. Lodg-e 285-95. 



Supplementary Reading.— Abbott" s "Peter Stuyvesant. 
Irving-'s "Knickerbocker's History of New York."' 



REVIEW. 

1. What nation stands foremost at the end of the cen- 
tury"? Prove it. 

2. Do you see any events in this century, 1600-1700, 
^ pointing toward future English supremacy? 

3. In what ways were the claims of France and Eng- 
land enlarged or strengthened? Did S^Dain lose 
or gain? 

4. Which colonies favored the king? Which the com- 
monwealth? Note the effect on immigration. 



6. Colonies from 1660 to 1750. 

a. What was the "restoration"? [See English his 
tories.] 

b. Reasons for renewed immigration. 



OUTLINE GUIDE TO AMERICAN HISTORY. Z/ 

1). Stud}^ these extracts from Charles II. to the 
council, 1660: "You are to take * * such a 
course ^ * that vagrants and others who 
remain here noxious and unprofitable, may 
be so transplanted to the general advantage 
of the publique as well as the particular com- 
moditie of our Forraine Plantacons/" 

"You are to apply yourselves to all pru- 
dentiall meanes for the rendering those do- 
minions usefull to England and England 
helpful! to them, [to make the government 
uniform and distribute justice.]" 
<c. Navigation acts. 

1). Define the term. 

2). Have we anything of the kind 'r 

3). Study the acts and discover (a) time, (b) rea- 
sons for passing, (c) to whom applied, (d) was 
it to benefit England only"? 

Am. Hist. Leaf. No. 19. Channing 101-5. Epochs I. 104-6. 
Sheldon 131. Montgomei\v 37, 85. McMaster lo7. Gordy 35, 
59, 131. Eggleston 153. "^ Johnston 38-45. Thomas 55: 81-2. 
Fisher .50. 149. Winsor VI. 5-10. Andrews I. 113. Weeden 
I. 142-64: 232-44: 252-67: 353-64. Washington and His Coun- 
try 13C. Higginson 217-8. Bancroft I. 352-5. Dovle III. 323-5. 



d. The Quakers. 

1). What was the objection to them'r 

2J. Cantheconductof Massachusetts be justified? 

3). Note their treatment in other colonies. 

4). Why did the king object to this colonial per- 
secution"? 

5). Are we entirely tolerant today "r 

6). Compare the Mas sachu sett's Quaker policy 
with our immigration policy today. 

e. Witchcraft. 

1). Were the Puritans behind their time? 
2). Have we any modern delusions? 

f. Note other laws and customs. 

1). Study: "[And] forasmuch as the good educa- 
tion of children is of singular behoof and 
benefit to any colony, and whereas many 



28 OUTLINE GUIDE TO AMERICAN HISTORY. 

Parents and Masters are too indulgent and 
negligent. "^ "^ If any man have a rebellious 
Son * "^ sixteen years of age, "^ ^ [he] may 
bring him to the'Magistrates ^ * such a son 
shall be put to death. ^ * No man shall 
exercise any Cruelty toward any Bruit 
Creatures which are usually kept for the 
use of man -^ * " (Laws of Conn. 1672). 
2). Did the theory a ad practice of the Puritans 
coincide? 
See indexes for references. [Hart II. 35-49.] 

Reading.— Longfellow's ''New Eagiand Tragedies." 
Lowell's "Among my Books." 

g. Govermental affairs. 

1). Cause and value of the Massachusetts De- 
claration of Right, 1661. 

2). Cause and result of the Commission of 1664. 

3). Conn, and R. I. charters. — Why should Eng- 
land favor these more than Massachusetts? 

4). Account for the surrender of the Dutch. 
Gov. Dougan, of New York, in 1687, wrote: 
"Here be not many of the Church of Eng- 
land; few Roman Catholicks; abundaiice of 
Quakers 23reachers men and women especi- 
ally; Singing Quakers, Ranting Quakers, 
Sabbatarians; Anti Sabbatarians; some Ana- 
baptists some Independents; some Jews; 
in short of all sorts of opinions there are 
some, and the most part of none at all." 
(Doc. Hist. N. Y.) Your conclusions from 
this. 

5). Overthrow of the Mass. charter. 

a). Enumerate the complaints against 

Massachusetts, 
b). Suppose the union under Andros had 
succeeded ? Was he a tyrant ? 

6). Effect of the Enghsh revolution of 1688 on 
New England. On New York. Was Leis- 
ler a rebel y 

7). Efforts toward union. (See Northwestern 
Monthly VIII. No. 3. Am. Hist. Leaf No. 14.) 



OUTLINE GUIDE TO AMERICAN HISTORY. 29 

Channing 107-12: 122-8. Epochs I. 166-77: 202-6. Sheldon 
97-100. Monto-omerv 82-3. McMaster 55. Fiske 109-16: 133-7. 
Gordv 60-1: 68-70. Eg-o-leston 158-9: 46-8. Johnston 34-5: 39- 
40: -58-60. Winsor III. 386-90. Thomas 55-7. Fisher 151-2: 
184-9. Hart I. 423-5; 537-47. Andrews I. 71-81: 10.3-6. Fiske's 
N. E. 248-78. Dovle III. 220. Hildreth I. 496. Bryant III. 
6-8. Hart II. 49-58. 



Reading. — Hawthorne's Gray Champion in "Twice Told 
Tales." 

h. Virginia from 1660. 

1). Your idea of conditions from these extracts. 
Berkeley wrote, ' 'Ou r mini ster s are well paid 
and by my consent should be better, if they 
would pray oftener and preach less. But 
as of all other commodities, so of this, the 
worst are sent us and we have had few that 
we could boast of since the persecution in 
Cromwell's tyranny drove divers men 
hither. But I thank God there are no free 
schools nor printing and I hope we shall not 
have these hundred years; for learning has 
brought disobedience and heresy and sects 
into the world and printing has divulged 
them and libels against the best govern- 
ment. God keep us from them both I" 
Berkeley's report of 1671 sa^^s that of "com- 
modities of the growth of our country, we 
never had any but tobacco. Now for ship- 
ping we have admirable masts and very 
good oaks; but for Iron ore I dare not say 
there is sufficient to keep one mill going 
for seven years.'' 

Rev. John Clayton, 1686, wrote "'tis only the 
barrenest Parts that they have cultivated, 
by tilling and planting only the High-Lands, 
leaving the richer vales unstirr'd because 
they understand not anything of Draining. 
Therefore every three or four years they 
must be for clearing a new piece of ground 
out of Woods, which requires much Labour 
and Toil "^ ^ whereby the country is thinly 



30 OUTLINE GUIDE TO AMERICAN HISTORY. 

inhabited: the Living sohtary and unsocia- 
ble; Trading confused and dispersed." 

2). Bacon's Rebellion. 
a). Causes, in full, 
b). Was Bacon a rebel? 
c). Results. Principle involved. 

3). Effect of the Enghsh Revolution of 1688. 
a). Compare with other colonies. Where 
was the greatest political ability shown? 
Prove it. 

Channing 120-2. Epochs I. 78-80: 86-7. Montgomery 38- 
41. Fiske 76-8. Gordy 35-7. Eggieston 156-8. Johnston 
45-6. Fisher 516. Sheldon 86-7. Winsor III. 149-53: V. 263- 
70. Hart I. 233-46. Andrews I. 114-6. Bryant III 59-80. Lodge 
24-40. Doyle I. 230-73. Hildreth I. 532-4: 544-7. II. 173. 



Settlement of Pennsylvania and New Jersey. 

1). Reasons for the grants. 

2). Boundaries. 

3). Why did Pennsylvania buy Delaware? 

4). Penn and the Indians. Did the latter 

understand land sale? Your reasons. 
5). Government. 

a). Explain Penn 's statement, "Any govern- 
ment is free to the people under it when 
the laws rule and the people are a party 
to these laws, and more than this is 
tyranny, oligarchy or confusion. Is 
this true today? 
b). Also, "Liberty without obedience is con- 
fusion, "but "obedience without liberty 
is slavery. " Show how Penn provided 
against such conditions, 
c). Why did Penn's law say that every child 
should learn a trade? Why learn the 
laws? Should it be done to-day? Your 
reasons, 
d). Explain Penn's statement that "God 
shaU have his due, Caesar his due and 
the people their due. " Was it done? 
e). Mention other points in the Great Law. 



OUTLINE GUIDE TO AMERICAN HISTORY. 31 

f). Compare with the governments of other 
colonies. 

g). Note the effect on navigation, etc. 

h). Struggle with proprietaries over taxation. 
6). Religion, — com23are with other colonies. 
7). Printing, schools, etc. 
8). Slavery. 
9). Penn's plan of union. [Am. Hist. Leaf. No. 14] 

Channing 112-8. Epochs I. 210-7. Sheldon 92-4. McMas- 
ter 55-7. Montgomery 56-8; 117-22. Fiske 137-42. Gordy 
71-4. Eo-g-leston 57-60: 66, 152. Johnston 61-4. Thomas 38-45. 
Winsorlll. 422: 483-9: II. 473-6. Fisher 190-206: 262-7. Hart 
1.272-4: 548-85.' Andrews 1.106-9. Preston "s Doc. 130-47. 
Lodo-e 211-26. Bancroft II. 326-97. Bryant II. 480-98: III. 
180-91. Hildreth II. 62-75. Hart II. 65-90: 107-110. 



j. The Carolinas. 

1). Reasons for the grants and settlements. 
2). Religion. 

a). Compare with Rhode Island. 

b). Effect on immigration. 
3). Government. 

a). Grand model, — object, why a failure? 
4). Productions. 
5). Trouble with the Indians and governors, 

1711. 

a). Explain the Carolina watchword, "No 
reforms, no money." 

Channing- 119-20; 129. Epochs I. 87-95. Sheldon 125. 
Montgomery 111-4. McMaster 54-7. Fiske 147-50. Gordy 40. 
Eo-D-leston 53-4: 151. Johnston 49-51. Thomas 30-3. Hart I. 
27°5°84. Winsor V. 285-333. Fisher 78-80: 292. Doyie I. 328- 
80. Hildreth II. 25-44: 210-15: 271: 416: 421-2. Bryant II. 
268-89; III. 81-108. Lodge 142-69. Hart II. 90-100. 

k. Georgia. 

1). The grant and reasons for settlement. 
2). Government. 

a). Weak points. 

b). Peculiar laws, — purpose and effect. 
3). Religion. 

a). According to the grant. 

b). Wesleys and Whitfield. 



32 OUTLINE GUIDE TO AMERICAN HISTORY. 

4). Idea of "American rights. "" 

Channing- 128-9. Epochs I. 258-63: 281. Sheldon 94-6. 
Monto-omery 122-8. McMaster 57-83. Fiske 150-2. Gordy 
40. Eggleston 62-5: 151. Johnston 54-5. Thomas 33-4. 
Fisher 303-11. Hildreth II. 362-8(5. Bryant III. 140-70. Pres- 
ton's Doc. 148-70. Winsor V. .361-92. ' Coffin's Old T. 350 6. 
Washington and His Country 52. Lodge 186-96. Hart II. 
110-124. 



REVIEW. 



1. Account for tlie intolerant spirit so often shown. 

2. Show that the same struggle was going on in Eng- 
land and America. 

3. "In the quarrels with the royal governors what im- 
portant principles were at stake ? What effect upon 
these quarrels would the appointment of the treas- 
urer by the assemblj^ have had? 

4. Why had assemblies been established in each of the 
colonies ? 

5. Trace the growth in power of the representative 
bodies and give the reason. [Channing 130.] 

6. What institutions now existing had their origin in 
the 17th century y 

N. B. — Heading in note book, Treaties. Give date, 
contracting parties, importance. Is it still in 
eifecf? 



7. The French in x^merica. 

a. Review claims to 1600. 

b. Reasons for activity after 1600. 

c. Relations between the French and the "Five 
Nations," — cause and results. 

d. The Jesuits, — Champlain's idea. 

e. In the Mississippi valley. 

1). Value of this valley geographically. 

2). Were the Indians a help or a hindrance? 

Why? 
3). Methods used by France to establish claims. 

a). Note weak pohits; strong points, b). Did 

she look forward to a contest with England ? 

Your reasons. 



OUTLINE GUIDE TO AMERICAN HISTORY. 33 



f. Inter-colonial wars tol750, noting briefl}' causes, 
colonies interested, and results. 
Channing 58-9: 131-i. Epochs I. 33-6: 42-4: 48-50: 243-57. 
Sheldon 74-7: 87-91. Montgomery 23: 128-34. Gordy 89-94. 
McMaster 60, 70; 76-91. Fiske 53-o: 155-67. Eggleston' 116-26. 
Johnston 69-71, Thomas 53-5. Andrews I. 136-45. Fisher 
22-3. Sloane 22-38. Doyle I. 105. Coffin's Old T. 56. Hug- 
ginson"s Exp. 269-78. Parkman's Pioneers 245-57. Hildreth 
I. 99-122. Frothingham S5-7. Hart II. 337-352. 



8. The French and Indian ^var. 

a. Time: causes. 

b. On which side would vou rather have fous-ht? 
Why? 

c. The Albany Congress, — purpose of, in full. 
1). The plan of union. 

a). Compare with earlier plans. 

(1). In 1725 Massachusetts proposed a 
colonial convention. Why did the 
Board of Trade call it a ''mutinous 
proposal?" 

b). Gov. Fletcher of New York wrote, "Our 
neighbors on the right and left sitt at 
ease. * * Connecticut full of people^keep 
up a Commonwealth Power, oppress the 
better sort who dissent from them but 
will not send a man or sixpence to our 
relief. * * From Pensilvania they say 
they have nothing to send us but theire 
good wishes. "^^ ^ That this Province [Xew 
York] lying under heavy Taxes and Pres- 
sure, most ot the young men and those 
that can in any way remove, depart this 
Province to the neighbouring Govern- 
ment where they are wholly free from 
tax or any other Contrybution towards 
theCommonSecurity. '* Your conclusions 
from this. 

c). Explain Franklin's "unite or die." 

d). Striking feature of the Albany plan. 

e). Select the points objectionable to Eng- 
land. To the colonists. 



34 OUTLINE GUIDE TO AMERICAN HISTORY. 

f). Note the feeling of the charter and pro- 
prietary colonies, 
g). Explain Massachusetts' vote to oppose 
any plan of union whereby they "shall 
apprehend the Liberties and Priviledges 
of the People are endangered.'' 
h). Compare \Yith England's idea under An- 

dros. 
i). Compare with the Lords of Trade jDlan, 

1754. 
j). Why did the plan fail? Your idea as to 
its chief weakness. 
N. B. — Study Am. Hist. Leaf. No. 14, extracts in 
Northwestern Monthly VIII. No. .3. Preston's 
Doc. 170-91. 
► d. General plan for the war on each side, with 
reasons. 

e. Can you justify England's removal of the Acad- 
ians ■? 

f. Why do you admire Wolf? 

g. Why did the war last so long? "These savages 
may indeed be a formidable enemy to your raw 
American militia, but upon the king's regular 
ane disciplined troops, sir, it is impossible they 
should make any impression." — Braddock. 

h. Results, — territorial, political, economic, educa- 
tional, religious. 

i. What part did the colonists jDlay in this war? 
The Indians? 

j. The "Proclamation line" of 1663, — purpose and 
effect. 

k. How did this war help bring on the Revolution? 

1. How did it "settle the fates of three nations?" 

Channing- 131-40. Epochs II. 23-41. Sheldon 101-12. Fiske 
168-76. Montgomery 136-43. McMaster 82-91. Gordy 96-107. 
Thomas 69-79. Eggleston 128-47. Johnston 71-8. WinsorV. 
ch. 8. Sloane 38-115. Am. Hist. Leaf No. 5. Frothingham 
ch. IV. Fiske's Rev. I. 7-10. Hildreth II. 433-96. Brvant 
III. 254; 329-32. Lodge 38-40. Andrews I. 146-60. Frank- 
hn's Autobiography. Hart II. 352-369. 



OUTLINE GUIDE TO AMERICAN HISTORY. 35 

Reading:— Cooper's ''Wept of the Wish-ton-wish." Long- 
fellow's "Ex^ang-eline," — compare with Parkman's account. 
Cooper's ''Last of the Mohicans"' and "Leather Stocking 
Tales."' Catherwood's "Romance of Dollard," and "Story 
ofTonty." 
9. Life in the colonies about 1760. 

N. B. — Study the colonies by groupes, usingMass., 
Pa., and Va. as types. 

a. Population. 

1). Distribution ; western limit. 

2). Things determining immigration. 

3j. Nationalities. 

a). Significance. 

b). Compare with the "foreign element" 
question of today. 

b. Social conditions. 

1). Basis of class distinctions. 

2). Effect of towns. Explain Jefferson's remark, 
"The law^ has said that there shall be towns, 
but nature has said there shall not." 

3). Compare life in Charlestown, Boston, Phila- 
delphia, New York. 

c. Slavery. 

1). Review its history, — locate responsibility. 
2). Justification offered. 

3). Account for the severity in South Carolina. 
4). Note the relation between conscience and 

profit. Your reasons. 
5). Which was better to be a slave in America 

or free in Africa? Your reasons. 
6). Englazid and the slave trade. 
7). Effect of white servitude. 

d. Religion. 

1). How determined. 

2). Position of the "established"' church, cath- 
olics, etc. 

3). Which colonies were the most tolerant"? Why"? 

4). Trace the preparation in colonial times for 
the religious provisions in our constitution- 

e. Education. 

1). Free schools and colleges. 
2). Compare the different groupes. Is this dif- 
ference apparent today? Your reasons. 



36 OUTLINE GUIDE TO AMERICAN HISTORY. 

3). Compare with England. 

4). Law and medicine. Account for the "legal 

aspect" of the Revolution. 
5j. Did the colonists educate for the power it 

gave the possessor or for love of learning? 
6). Free press. Note the Zenger libel suit. 

f. Government. 
1). General. 

a). Note the first form in each colonj^ 
b). Note the form in 1760. 
c). Account for the changes, 
d) Which form would you prefer ? Whv ? 
2). Local. 

a). Trace in the north the diffusion of rights 

and privileges . 
b). Trace in the south a tendency toward 

centralization, 
c). Note the blending of these in the middle 

colonies, 
d). Effect of towns on politics. 

g. American ideals, — were they conscious of better 
things? Your reasons. 

h. Occupations. 

1). Effect of topography, climate and natural re- 
sources. 
2). Effect of England's restrictions, 
a). Review navigation acts, 
b). Manufacturing & inter-colonial trade acts. 
(1). Discover England's purpose in each. 
(2). Compare with our tariff laws. 
(3). Does it make any difference to you 
to know that the Sugar Act originat- 
ed with a Boston merchant? 
c). Lords of Trade and Plantations, 
d). Courts of Admiralty. 
Channing- 139-58. Epochs I. 96-111: 178-94; 218-32: 265-84. 
Sheldon 113-71; 125-32. Montgomery 143-62 ' McMaster 93- 
108. Fiske-s Beg. N. E. See index. Gordv 109-32. Eggleston 
91-113: 151-4. Johnston 79-82. Thomas 47-68. Winsor III. 
150: 219-384; 448. Dovle I. 381-95: II. 1-219: III. 377-404. 
Lodge 341. Vv^eeden. "Bruce. Century XXVII. 431: XXIX. 
873; XXX. 387. Hart I. 285-312; 467-78; 507-16. Bryant III. 
129-39: 224-43; 335.. Hildreth II. 512-3: 304-11; 424-31. Hart 
II. 192-200: 129-31: 224-312. 



OUTLINE GUIDE TO AMERICAN HISTORY. 37 

Reading —Irving -s -'Sketch Book.-' '-Earle's "Mar<raret 
VVinthrop ■ and "Customs and Fashions in 01d°Xew 
Lngfland. 



REVIEW. 

1. What colonies were settled by companies? By 
proprietors ? As voluntary associations ? 

2. Which were settled for wealth? For religious 
motives ? 

3. Which colony was the most liberal religiously? 
Pohtically ? Reasons for this. 

4:. Would you rather have lived in Virginia or Mass- 
achusetts? Your reasons. 

5. Were the Indians treated fairly ? Your reasons. 

6. Account for the early interest in education in New 
England. 

7. What was the unit of colonial government in New 
England y In the south? In New York? 

8. How do you account for the growth of an inde- 
pendent spirit among the colonists? 

9. Note the changes made in the different govern- 
ments and give reasons. 

10. Why should John Smith's books be called the be- 
ginning of American hterature? Trace the pro- 
gress in book making. 

11. Reasons for inter- colonial friendship. 

12. Reasons for inter- colonial isolation. 

13. Note institutions. 

a. Adapted from England. 

b. Adapted from other places, 
e. Originating in the colonies. 

II. Compare the north and south as to 

a. Economic conditions. 

b. Social life. 

c. Religion and morals. 

d. Education. 

e. Military regulations. 

f. Administration of justice. 

g. Political institutions. 

15. List of reasons why colonists disliked England. 

16. Things for which England could blame the colon- 
ists. (Hart II. 127-220.) 



THE REVOLUTIONARY PERIOD. 

1. Review England's colonial sj^stem to 1760. 

a. England's idea of a colony, — then and now. 
Reasons for each. 

b. Governmental relations. 

1). The colonists were to take with them "as 

much of the common law of England as was 

applicable to their condition." How much 

would that be? 
2). Theories on land ownership. 

a). King's idea. 

b). Colonists" idea. (See Jefferson's view, 
1774.) 
3). Colonial assemblies, — reasons for. 
4). Theories on representation. 

a). English basis. 

b). Colonial basis. 

c). Comx)are with present systems. 

d). Explain the meaning of "no taxation 
wthout representation'' to an English- 
man,^— to a colonist. 
5). Note the effect of the reigns of George I. 

and George II. upon the power of the king. 

c. Commercial relations. 

1). Parliament regulated commerce. Prove it. 

a). Cite statements and acts. 
2). Note the effect of the French and Indian 

war. 
3). Explain the statement that Grenville, prime 
minister 1763-5, "lost America because he 
read the dispatches which none of his pre- 
decessors had done. 
Channing- 153-66. Epochs II. 5-17; 13-6. Montgomerv 163-5. 
McMaster 110-2. Fiske 181-8: 192-4. Gordy 730 2:^138-40, 
Johnston 80-2. Thomas 80-4. S oane 116-24.*^ Frothingham 
118-23: 153-8. Lecky III. ch. 12. Winsor VI. ch. I. Lodge's 
Col. ch. 23. Green's Eng. Peo- IV. 218. Fiske's Am. Rev. 

I. 1-17. Hildreth II. 514-7. Bryant III. 6-8: 180-91. Doyle 

II. 195. Morris I. 415. Washington and his Country 130. 
Adam Smith's Wealth of Nations, ch. on colonies. Hart II. 
127-220. 



OUTLINE GUIDE TO AMERICAN HISTORY. 39 

2 George III. 

a. Education and character. 

1). Can 3^ou excuse his colonial attitude? 

b. Effect of his accession on England? On the 
colonies ? 

c. Can you see any reason why the king was anxi- 
ous to force the issue m America? 

S. Writs of assistance. 

a. Nature and purpose. Compare with search 
warrants. 

b. Were they legal? 

c. Arguments of James Otis. 

d. Effect of. 

4. Patrick Henry and the Parsons* case. 

a. Arguments used. 

b. Effect. 

5. The Parliamentary Resolves, 1763. 
a. Effect of Pontiac's conspiracy. 

Channing 156-61. Epochs II 43-8. Sheldon 132-3. Mont- 
gomerv 160-5. McMaster 110-2. Fiske's Rev. I. 11-17: 39-45. 
Gordv" 132-3. Sloane 124-33. Eggieston 161-3. Andrews I. 
161-2." Hildreth II. 498-9: 508: 518-24. Frothingham 158-74. 
Bryant III. 332. Weeden II. 671. Lecky. ch. XIV. Winsor 
Yl. 1-34. Biographies of Otis and Henry. 

6. The Stamp Act. 

a. When and why proposed. 

b. Was it constitutional? Expedient? Kote the 
views of Burke and Pitt. 

c. Advantages and disadvantages of a stamp duty? 
Do we use this method? 

d. Franklin's view. 

e. Why and how did the colonists object? 

1). Give the principal arguments set forth in 

the resolutions. 
2). Object, work and real significance of the 

Congress. 

f. Explain" Pitt's statement that "taxation is no 
part of the governing or legislative power." 
Why did he "rejoice tnat America had resisted?" 

g. Main points in the Virginia resolves, 1765. 

h. Note the distinction between internal and exter- 
nal taxation. Reason for? Was it sound? 



40 OUTLIXE GUIDE TO AMERICAN HISTORY. 

Channing- 161-9. Epochs II. 18-53. Sheldon 135-7. Fiske 
188-95. MoQtgomery 1(35-7. Gordv 133-8. Eggieston 162-4. 
Johnston 83-6. Thomas 84-90. Andrews I. 163-7. Sloane 133- 
40. Fiske" s Rev. 17-27. Adams British Orc'vtion for Pitt's 
speech. Frothingkam. ch. V. Preston's Doc. 188-91. Hild- 
reth II. 524-36; 558-9. Bryant III. 333-50. Lodge 476-8. Mor- 
ris I. 407. Washington and His Country 130-4. McMaster 
112-7. Hart II. 394-411. 



Reading. — Biographies of Franklin. Samuel Adams, etc. 

7. Causes of the Revolution. 

a. Study under the head of remote and immediate, 
1). From England's jDoint of view. 

2). From the colonists point of view. 
3). From an outsider's point of view. 

b. Group the causes under social, political, consti- 
tutional, economic and rehgious heads as far as 
may be. 

c. Explain these statements by Englishmen. — E. 
A. Freeman says, "In the war of independence 
there is really nothing of which either side need 
be ashamed. Each side acted as it was natural 
for it to act. We can now see that both King 
George and the British nation were quite 
wrong, but for them to have acted otherwise 
than they did would have required a superhu- 
man measure of wisdom, which few kings and 
few nations ever had." Arthur Young wrote, 
"Nothing can be more idle than to say that this 
set of men, or the other administration, or that 
great minister, occasioned the American war. 
It was not the Stamp Act or the repeal of the 
Stamp Act ; it was neither Lord Rockingham 
or Lord North, — but it was that baleful spirit 
of commerce that wished to govern great 
nations on the maxims of the counter." Sir 
Edward Thornton, minister to the United States 
in 1879, said, "Englishmen now understand 
that in the American Revolution you were fight- 
ing our battles." 

8. What were the difficulties of the problem in 1765? 
Its possible solutions"? 

9. Mistaken ideas of Parliament. 



OUTLINE GUIDE TO AMERICAN HISTORY. 41 

10. Study Samuel Adams. Why is he called the first 
American politician ? 

11. Why was the Stamp Act repealed ■? Why not sim- 
ply modify it ? 

12. Purpose of the Declaratory Act. Why did not the 
colonists object? 

See Northwestern Monthly VIII. No. 4. Fiske's Rev. I. 27; 
33-5. Weeden II. 714-24. Channing- 169-71. Montgomery 167. 
Gordv 138. Epochs II. 52-3. Morris I. 407. Brvant III. 338. 
Hart II. 373-383. 

13. The Townshend Acts, 1767. 

a. Question at stake in each, i. e. What principles 
of government were violated? 

b. What colonies did these acts bear most heavily 
upon ? Why ? 

c. How received by the colonists. 

1). Massachusetts Circular Letter. 
2). John Dickinson's Farmer's Letters. 
3). Seizure of the sloop Liberty. 
4). Virginia Resolves. 
5). Non-importation agreements, 
a). Trace origin and results. 

d. How about the distinction between external 
and internal taxes"? 

e. Why and how repealed ? 

Hildreth II. 537-49. Frothingham 201-48. Northwestern 
Monthly VIII. No. 4. Epochs II. 53-6. Channino- 171-6. 
Montg-cmery 167. Gordy Ul-2. Lecky ch. XII. Burke's 
Works. Biographies of Otis and the Adamses. Britannica 
XIII on To^nshend. Washington and His Country 134, 
Fiske's Rev. I. 29-32: 47-52. Sloane 142-58. Brvant III. .351. 
Hart II. 413-426. 

14. The Boston 'OJasacre". 

a. Review: — 

1). Mutiny act of 1765, — cause, terms. 
2). Effect of the sloop Liberty episode. 
3). Why did the colonists object to the Quarter- 
ing Act? 

b. Did the colonists furnish quarters etc.? Why? 

c. Who was to blame for the outbreak? Your 
reasons. 



42 OUTLINE GUIDE TO AMERICAN HISTORY. 

d. Was it a massacre? Reasons. 

e. Where did the troops go? Why ? 

f. Wliat do you think about the trial of the 
soldiers? 

g. Could two regiments have resisted the soldi- 
ery of Massachusetts? 

Channing- 177-9. Epochs II. 57. Sheldon 139-42. Mont- 
gomsry 16<S-9. McMaster 117-9. Fiske 195-8. Gordv 142. 
Thomas 90-2. Fiske's Rev. I. 52-72. FrothiDgham 259-71. 
Sloane 158. Andrews I. 67-8. Hiidreth II. 547-52. Brvant 
III. 351-63. Lecky ch. XII. Lodge ch. XXIII. Biog-ra- 
phies of Jav, R. H. Lee, Warren, etc. Winsor"s Memorial 
Hist, of Boston. Hart II. 429-31.' 

15. Committees of Correspondence, 
a. Object and value. 

16. Burning of the ship Gaspee, 1772. 
a. Cause, b. Why important? 

17. The "Boston Tea Party"*. 

a. Why had the tax on tea been retained ? 

b. King's cheap tea scheme. 

1). Cause. 2). Effect on colonists. 
c; Note rules for receiving and landing goods. 

d. How received at Charlston? New York? 
Philadelphia? 

e. How was the situation different in Boston?- 

f. Explain Samuel Adams' statement "This meet- 
ing can do nothing more to save the country." 

g. How did "mixing tea with salt water" settle 
the question? 

h. Explain John Adams' comment "This is the 
most magnificent movement of all. There is a 
dignity, a majesty, a sublimit}^, in this last 
effort of the patriots that I greatly admire. " 

1. Why should the English historian, Leckj^, 
speak of "the tea-riot at Boston, "and call it an 
"outrage". Why does Mr. Green call it "a 
trivial riot"? 

j. Note the attitude of the other colonies toward 
Boston. How shown ? 

k. What do you get from the following y Lord 
Germaine said, ["'This is what comes of their 
wretched old town meetinsrs. The Americans 



OUTLIXE GUIDE TO AMERICAN HISTORY. 43 

have really no goverament.] These are the 
IDroceedmgs of a tumultuous and riotous rab- 
ble, who ought, if they had the least prudence, 
to follow their mercantile employments, and 
not trouble themselves w^ith politics and gov- 
ernment, which they do not understand. Some 
gentlemen sa}^ 'Oh, don't break their charter; 
don't take away rights granted them by the 
predecessors of the crown. ' Whoever wishes 
to preserve such charters, I wish him no worse 
than to govern such subjects." Mr. Venn 
said, "The town of Boston ought to be knocked 
about their ears and destroyed. You will 
never meet with proper obedience to the laws 
of this country until j^ou have destroyed that 
nest of locusts." 
1. Note Gage's advance. 

m. England's answer to the "tea party" in full. 
Give the object and effect of each act. 
1). Which was the most serious grievance? 

Why y Did England ever do an}^ thing 

worse V 

18. The First Continental Congress. 

a. Why so named y 

1). Explain this remark of Patrick Henry's 
made before the Congress. "The distinc- 
tions between Virginans, Pennsylranians, 
New Yorkers, ane Ncav Englanders are no 
more. I am not aVirginian, but an Ameri- 
can.*' 

b. Object. 

c. Work in full. 

1). Give the substance of their declaration of 
rights. 

19. Note England's answer to the petition of 1774. 

a. North suggested that Parliament would not 
tax the colonists if they would tax themselves 
to suit England. Why should Burke say this 
was offering them "the very grievance for the 
remed}^ ""? 

b. Show by other quotations the English feeling. 

c. Reasons for and effect of Franklin's return. 



44 OUTLINE GUIDE TO AMERICAN HISTORY. 

Channing- 180-T. Epochs II. 58-63. Sheldon 143-7. Mont- 
gomery 169-73. McMaster 1L9-22. Fiske 199-203. Gordy 112-6. 
Egg-leston 164-6. Johnston 87-90. Thomas 93-9. Andrews I. 
69. Frothing-ham 26o-83: 295-304. Sloane 166-85. Fiske' s 
Rev. I. 82 112. Hildreth II. 551-63: 359-91: III. 25-45. Bryant 
III. 363-76. Weeden II. 724-9. Leckv's Eng. Preston's 
Doc. ld-1, 199. Lossing- Field Bk. I. Burke's Works. Biog- 
raphies. Northwestern Monthly VIII. Xo. 4. Am. Hist. Leaf. 
No. 11. Hart II. 434-42. 



20. Why was Boston Neck fortified? 

21. Why had stores not been collected sooner? 

23. Gage's position in Boston. 

24. Explain Warren's statement, March 5, 1775, "Even 
the sending of troops to put these acts in execu- 
tion is not without advantages to us." 

25. Explain what Patrick Henry meant in his speech 
to the Virginia Assembly, March 23, 1775: "Gen- 
tlemen may cry peace, peace: but there is no 
peace. The w^ar is actually begun. * * Why 
siand ye here idle? ^ ^^ Is life so dear, or peace 
so sweet, as to be purchased at the price of chains 
and slavery?*' 

26. Lexington and Concord. 

a. Object. 

1). Note early efforts to corrupt Samuel Adams. 
Who w^as meant by "his willing and ready 
tool?" Why was Adams called that "ter- 
terrible desperado"? 
2). A London paper said that in all probabil- 
ity Temple Bar "will soon be decorated 
with some of the patriotic noddles of the 
Boston saints." Explain. 

b. Purpose of Paul Revere's ride. 

c. Significance. 

1). Explain Adams' exlcamation, "Oh, what a 

glorious morning is this!" 
2). Why is it said that the first shot here was 

"heard around the world?" 

d. Effect on England ? On the colonists ? 

27. Capture of Ticonderoga and Crown Point, 
a. Object, b. Authority for. c. Results. 



OUTLINE GUIDE TO AMERICAN HISTORY. 45 

28. Trace the steps in the formation of a revokition- 
ary organization, 1760 to 1776. 

29. Make hsts in your note book of all the colonial 
protests, riots, non-im^oortation acts and Con- 
gresses used in resisting England. 

ChanniDg- 187-8. Epochs II. 63-8. Sheldon 148-52. Mont- 
gomery 173-5. McMaster 126-8. Fiske 203-5. Gordy 147-50. 
Eggleston 168-9. Fiske"s Rev. 113-23. Sloane L84-7. Winsor 
VI. 113-25. Frothingham4L3-9: ch. IX., X. Hildreth III. 57- 
70. Bryant III. 377-92. Higginson ch. X. Leckv ch. XII. 
Lodge. LosslDg's Field Bk. Hart II. 445-61: 519-30. 



Reading.— Longfellow's -'PaulRevere's Ride.'' Emerson's 
"Concord Hymn.'' 

30. Preparation and fitness for war. 

a. Compare the two sides as to material and moral 
resources. 

b. Where would the theater of war be? What 
would be the plan of each side";" 

c. Could one have told at this stage who would 
win? Your reasons? 

31. The Congress of 1775. 

a. Authority given to and assumed by this bodj^ 

b. Wh}^ should this body levy taxes and raise 
armies any more than Parliament? 

c. Why was Washington made commander-in- 
chief ? 

d. Follow the work of this Congress step by step 
and compare with that done in 1765 a7id 1774. 

32. The purpose and result of Gage's proclamation. 

33. Bunker Hill. 

a. Purpose. 

b. Who really won ? Why? 

c. Why should Washington after this battle say 
"The Liberties of the country are safe.*' 

d. Explain this British account posted in Bos ton. 
"This action has shown the Bravery of the 
King's Troop [s] who under every Disadvant- 
age, gained a compleat Victory over Three 
Times their Number, strongly posted, and 
covered by Breastworks. But they fought for 
their King, their Laws and Coxstitutiox. " 



46 OUTLINE GUIDE TO AMERICAN HISTORY. 

34. Object a ad result of the invasion of Canada. 

35. Why was the siege of Boston not pressed more 
vigorously'? 

36. Where did the British go from Boston? Why? 

37. Review: — What has been accomplished by each 
side during the year? 

N. B. — Keep a page in your note book for the finances 
of the Revolution, also one for individual 
foreigners who helped us. Note the line in 
which each worked. 

Channing 192-7, Epochs I.I. 70-7: 82-4. Sheldon 152-7. 
Montg-omerv 175-84. McMaster 128-31. Fiske 205-9. Gordy 
149-53. Fiske's Pvev: I. 129-46: 1(34-72. Ej?o-leston 169-71. 
Johnston 93-104. Thomas 87-90: 101-4. Winsor VI. 128-58. 
Sloane 192-202. Frothingham ' 403-54. Hildreth III. 74-87: 
99-120. Brvant III. 395-429. Lodge .501. Life of Warren, etc. 



Reading: — Library Am. Lit. III. 190, "The Nomination of 
the Commonder-in-chief,'" by John Adams. III. 460, "How- 
Philadelphia dealt with Royalists". V. 295, "Webster at 
Bunker Hill*'. "Holmes's Grandmother's Story of Bunker 
Hill Battle." 

37. Grow^th toward Inde^iendence. 

a. Note the sentiment in the Massachusetts Cir- 
cular Letter, 1767-8. 

b. Organization of state governments, — reason 
for and significance of. 

c. Effect of Thom.as Paine's w^ritings. Interpret 
this from his "Common Sense," 1776: "O ye 
that love mankind: ye that dare oppose not only 
tyranny, but the tyrant, stand forth'; every 
spot of the old world is overrun with oppres- 
sion. Freedom hath been hunted around the 
globe. Asia and Africa have long expelled 
her. Europe regards her like a stranger, and 
England hath given her warning to depart. Ot 
receive the fugitive I and prepare in time an. 
asylum for mankind. *' 

d. Effect of England's hiring troops. Intrepret 
these extracts: Hon. James Lettrell said, "The 
Americans have never sought nor desire to be 
independent of England. They thought the 



OUTLINE GUIDE TO AMERICAN HISTORY. 47 

ministry misinformed, therefore tliey request- 
to be heard [and were denied] ^ ^ Sir, I com- 
preliend that the ministry now apply to Parha- 
mentfor seventeen thousand (Germans' to send to 
America. Good God, for what end? To en- 
slave a hundred and fifty then sand of their own 
countrymen, many of whom fled from tyrants 
to seek our protection. " Mr. Alderman Bull 
"said in Parliament, -'The war which you are 
now waging is an unjust one, it is founded in 
oppression, and its end will be distress and 
disgrace. [All the measures adopted against 
America are] equally inimical to the principles 
of commerce, to the spirit of the constitution 
and to the honor, to the faith, and the true dig- 
nity of the British nation.** Air. Fox said, "I 
have always said that the war carried on 
against the Americans is unjust, that it is not 
practicable. I say, that the means made use 
of are by no means such as will obtain the end. 
I shall * ^ shew this bill [for Hessians] like 
every other measure, proves the want of policy^ 
the folly and madness of the present set of 
ministers.** [Pari. Debates, 1775-6: quoted in 
North Am. Monthly VIII. No; 4.] 
The Declaration of Inde]3endence. 
1). Lee's Resolutions, June 7. 

a). Why was a committee appointed ? 
b). Why referred to the States? 
2). Debate and vote on the final draft. 

a). Prove or disprove this extract from a 
London jDaper. "Thus a matter of such 
moment to both countries, and which 
the rebels would make us believe, was 
the unaminous voice of thirteen colonies, 
was finally determined by the single 
suffrage of Mr. Dickinson!" [which 
turned the vote of Pennsylvania, mak- 
ing the final vote 7 to 6.] 
3). Read the Declaration carefully. 
4). Learn the first and last fifteen or twenty 
lines. Why? 



48 OUTLINE GUIDE TO AMERICAN HISTORY. 

5). What was the charge against the king? 

Give ten 23oints to prove this. 
6). What means of redress had the colonists 
taken? Were they justified in taking this 
step ? 

Mr. Bull in Parliament, 1775, said, ''Sir, is it 

certain, is it probable that the exertions of 

ministerial tyranny and revenge will be 

much longer permitted? * * Or can it be 

expected that the people of this country, 

reduced by thousands to beggary and 

want, will remain idle spectators till the 

sword is at their breasts, or dragoons at 

their doors?" 

7). How many of the so-called arbitrarj^ acts 

were really arbitrary then ? How many 

referred to taxation ? 

8). Wny did the}^ take out the slavery clause? 

9). What differences did the Declaration make? 

10). Did they think of one nation or thirteen? 

11). What did Franklin mean by saying that 
they must now hang together or they would 
hang separately ? 

12). Why has the Declaration been called the 
political Bible of America? 

13). Is the signing of the Declaration important? 
Your reasons. 

14). Note the beginning of the Articles of Con- 
federation. 

15). Is the union older than the states? 

Studv chiefly the Declaration. Channing 198-206. Sheldon 
158-62." Epochs II. 73-82. Montg-omerv 184-6. McMaster 131- 
5. Fiske 209-11. Gordy 153-5. Eggleston lTI-3. Johnston 
101-5. Thomas 103-8. Andrews I. 171-80. Frothingham 66, 
97, 197, 214, 369. 401, 452, 455-558. Fiske" s Rev. I. 157-64: 172- 
97. Winsor VI. 268: VII. 18-24. Sloane 207-15: 224-37. Hig- 
g-inson 265-8. Hildreth III. 124-39. Brvant III. 451-4: 470-89. 
Preston's Doc. 206. 210. Morris I. 491-4. Curtis Hist, of the 
Cons. Lossing's Field Bk. II. 66. Am. Hist. Leaf. No. 11. 
Old S. Leaf. No. 3. Hart II. 537-43. 



Beading. — Independence Bell. 



OUTLINE GUIDE TO AMERICAN HISTORY 



49 



88. Why did the British go to New York? 
a. Results of the campaign. 

1). Suppose Washington had been captured in 
his retreat tlirough New Jersey ? 

39. Campaigns of 1777. 

a. Burgoyne's invasion. 
1). Object. 

2). The plan, — its weak points. 

3). Note the relation of geography to history 

here. 
4). Why was Schuyler removed? Compare 

him with Gates. 
5). Object and result of Indian aid. 
6). Why did not Burgoyne light still another 

battle? 
7). Sum up the reasons for his defeat. 
8). The Saratoga Convention. 

a). Why so called ? 

b). Its terms. 

c). Did we act fairly in its execution? Your 
reasons. 

b. Howe in Pennsylvania. 
1). Purpose. 

2). Results. 

3). Suppose instead he had gone directly to 
help Burgoyne ? 

4). What do you think of Washington's gen- 
eralship here? Your reasons. 

c. General results of 1777. 

1). Why is Saratoga called one of the decisive 
battles of the world? 

d. Suppose Arnold had died at Saratoga? 

40. The Conway Cabal. 

41. What is meant by saying that "Philadelphia had 
taken Howe ?" 

42. Was the suffering at VaUey Forge necessary? 
Your reasons. 

Channino- 296-11. Epochs II. 81-5. Sheldon 166-72. Mont- 
gomery 186-96. McMaster 139-42. Fiske 216-33. Gordy lo5- 
75. Eg-gleston 175-85. Johnston 107-14. Thomas IO8-I0. 
Fiske's Rev. I. 198-344: 11.25-49. Sloane 238-87. Andrews I. 
189-95. Hildreth III. 171: 196-237. Bryant III. 490-o3.;oo3- 



50 OUTLINE GUIDE TO AMERICAN HISTORY. 

97. Lecky ch. XIV. "Winsor VI. 275-317. Washington and 
His Country 338-9. Hart II. 562-74. 



Reading: — Biographies of Arnold, Schuyler, etc. Bret 
Harte's '•Caldwell of Springfield." ''Battle of Trenton," Lib. 
of Am. Lit. III. 349; "The Battle of the Kegs" III. 244. "The 
Fate of .John Burg-oyne" III. 350. "Bryant's Green Mountain 
Boys." '"Taking- of Ticonderoga" Lib. Am. Lit. III. 252. 

43. Foreign relations. 

a. Account for French interest. 

b. Explain this from Lafayette, "The moment 
I heard of America I loved her; the moment I 
knew she was fighting for freedem, I burnt 
with a desire of bleeding for her; and the 
moment I shall be able to serve her at any 
time, or in any part of the w^orld, will be the 
happiest one of my life. '' 

c. Why did France hesitate so long? 

d. Reasons for and terms of the treaty of 1778. 
Note our obligations. 

e. Study to discover how much help the French 
really were and give reasons. 

f . Cause, nature of and results of England's offers 
of reconciliation. 

Sheldon 173-6. Channing- 211-3- Epochs II. 85-7. Mont- 
g-omerv 194-6. Fiske 230-1. McMaster 142. Eg-gleston 182-3. 
Gordv" 171-9. Thomas 116-9. Johnston 114-5: 124. Sloane 
262-5^286-95. Fiske"s Rev. 11. 1-24. Brvant III. 54.5-6. Lecky 
ch. XIV. Winsor VII. 24-72. Hart II. 574-5. 



44. Why was Philadelphia evacuated? 

45. When and why was the war transferred to the 
South? 

46. Note the object and result of the southern cam- 
paigns, giving reasons for said results. 

47. Treason of Arnold. 

a. Review his history. 

b. His motives. 

1). Did he have a grievance ? 

2). How do you suppose he justified his con- 
duct to himself ? 

3). Do men deliberately plan to be traitors and 
murderers? 



OUTLINE GUIDE TO AMERICAN HISTORY. 51 

c. How can this be made of most value as a lesson 
to children? 

d. Did he receive his pay? Prove it. 

e. Which would you rather have been Arnold or 
Andre? Why? 

Sheldon 181-3. Channing 214-6. Montgomery 199-202. Fiske 
231-8. McMaster 143-5. Eggleston 186-7. Gordy 181-8. 
Thomas 124-6. .Johnston 117: 120-1: 128. Sloane 295-301. 
Fiske's Rev. II. 50-81: 216-43. Andiewsl. 196-204. Hildreth III. 
318-23:336-40. Bryant IV. 16-29. Morris II. 106. Washing- 
ton and His Country 399-421. Coffin's Boys of '76, ch. 27. 
Winsor VI. 129. Lecky ch. XIV. Hart II. 515. 

48. Work of Marion, Sumter, Pickens and Lee? Was 
it legitimate? Would you like to have been 
Marion? Your reasons. 

49. Suppose Green had been captured in his retreat ? 
a. Interpret this from a revolutionary ballad : 

Cornwalles led a country dance — 

The like was never seen, sir. 
Much retrograde and much advance, 

And all with General Green, sir. 

50. Siege of Yorktown. 

a. Why did Cornwallis locate here? 

b. Why did Washington not go south sooner ? 

c. Why did this end the war ? 

d. Suppose Cornwallis had not been captured ? 

e. Could we have won here without the French? 
Your reasons. What did Europe think about 
it? 

Sheldon 183-8. Channing 216-9. EpocHs II. 87-9. Mont- 
gomery 202-7. Fiske 238-41. McMaster 145-6. Eggleston 187- 
90. Gordy 188-91. Thomas 127-30. Johnston 124-32. Sloane 
300-46. Fiske's Rev. II. 182-4: 244-90. Andrews I. 196-204. 
Hildreth III. 313-7: 327: 340-71. Bryant III. 598-619. Coffin's 
Boys of '76, ch. XXIX., etc. 

Reading. — Biographies of Arnold, Franklin, Green, Mar- 
ion, etc. Jane Porter's "Thaddeus of Warsaw." Campbell's 
"Kosciusko." Franklin in Lib. Am. Lit. III. 13, etc. Simm's 
"Life of Francis Marion" and "The Partisan." Bryant's 
"Song of Marion's Men." 

51. Special topics. 

a. Paul Jones and the work of the navy. 



52 OUTLINE GUIDE TO AMERICAN HISTORY. 



Channin^ 219-20. Monto-omerv 177. 198. McMaster 146-9. 
Fiske 253-1. Gordv 179-80. Eggleston 192-3. Johnston 122-1. 
Thomas 119-20. Sloane 370-3. Winsor VI. ch. 7. Fiske's 
Rev. II. ch. 12. Hildreth III. 175. 300. Brvant III 619-23. 
Sloane 311. 211. 372. 



Reading. —Library Am. Lit. V. 461. "The Yankee Man of 
War."' Cooper's "The Spy.'* Abbott's "Paul Jones." 

b. Mutiny of the troops or Congress and the 
army. 

Channing 220-2. Fiske's Rev. I. 242-S. Critical Period 101- 
3: 106-12. Epochs II 105-6. Hildreth III. chs. 45. 46. Sloane 
327. 344. Sheldon 188-9. Johnston 121. Brvant IV. 50-2. 
Lossino-'s Field Bk. I. 309-13. 



c. Robert Morris and finances. 
Channing 220-4. Montgomerv 179-81: 189. Epochs II. 89- 
93: 109. Sloane 2-54, 328. 373-7. ' Hildreth III. 181-3: 264: 271-2: 
295. 299,301-4: 310. 318, 331, .358. 361. Lossing's Field Bk. II. 
317-9. Fiske's Rev. I. 242-8. Fiske's Critical Period 101-12. 
Winsor VII. 69-72; 81. McMaster's Hist, of the People I. ch. 
2. Life of Morris. Gordy li32-3. 176. Eggleston 193-4. John- 
ston 118, 121. Thomas 121-4. 



d. Loj^aUsts. 

1). Reconcile these extracts from a Tory news- 
paper. "If every man had thought for 
himself, and not been led by the nose by a 
Cooper [a Boston minister] or an Adams, 
all might have been happy; but these ^ ^ 
people have made themselves idols, viz., 
liberty trees, newspapers, and congresses, 
[and neglecting their occupations] vow they 
will follow any measures proposed by their 
demagogues. It is a remark that the high 
sons of libert}^ consist but of two sorts of 
men. The first are those who ^ ^^ are re- 
duced almost to povert^^ ^^ ^ The latter are 
ministers >!<*". 
2). A New York patriot view: "Large numbers 
of the inhabitants * * lost to every sense of 
the duty they owed their country, have 
joined the enemies of this state, and have 



OUTLINE GUIDE TO AMERICAN HISTORY. 53 

" * with the British troops, waged war on 
the people of this state; while others * * 
have remained among ns, and have ^ "^ 
aided, assisted and victualled the * ^-^ Brit- 
ish troops. 
Sheldon 163-6. Channing- 224-5. Epochs IT. 64-5: 92: 116. 

Fiske 264. Montgomery 178-9. Gordv 138. 158. Johnston 134. 

Thomas 98. Winsor VII. 185-214. Hildreth III. 137, 184, 187, 

277. 308, 432, 444. McMaster's Hist. People I. 109-13; 

123-30. Morris II. 143-7. Lossing-'s Field Bk. II. 634-6. Lib. 

Am. Lit. III. 126. Hart II. 511-4. 



e. Prisoners. 
Brvant III. 537-42. Lossing-'s Field Bk. II. 660. Winsor 
VI. 123, 145, 225, 568, 575. Sloane 260. 



f. Negroes. 
Hildreth III. 189, 355, 440. Wilson's Rise and Pall of the 
Slave Power I. cti II-IV. Bancroft. Epochs II. 113-4. Hart 
II. 488-90. 



g. Foreigners in the American Army. 
Hildreth III 193. Sheldon 175. Montgomery 195, 200. 
Fiske's Rev. IL 50-4: 65, 229: I 239: II. 185, 189, 193; I. 242, 
326, II. 252; II. 203, 231, 233, 270, 280. Johnston 109. Eg- 
gleston 182-3. Sloane 264, 292, 324. 

h. Literature of the Revolution. 
Sloane 384-8. 



52. Peace. 

a. Nations interested. 

b. Points in dispute. 

c. Terms of. 

d. Was France treated fairly? 

e.' Departure of the British troops. 

f. Washington's resignation and his "legacy" to 
the American people given in his circular 
letter to the governors. (Read Old S. Leaf 
No. 15.) 

g. What were some of the problems of peace? 



54 OUTLINE GUIDE TO AMERICAN HISTORY. 

h. Why did Washington sa}^ June 1783, "It is yet 
to be decided whether the revolution must 
ultimately be a blessing or a curse"? 

Channing 225-31. Fiske's Critical Period 1-54. Am. Hist. 
Leaf. No. 15. Sheldon 188-9. Epochs II. 95-8. Monto-omerv 
208. McMaster 149-52. Gordy 191-2. Johnston 133-9. Thomas 
130-1. Andrews I. Winsor VII. 96-145. Sloane 348-69. 
Higg-inson. Hildreth III. 289-91: 411-21: 464-8. Leckv ch. 
XV. esp. 255-88. Century XXXV. 741. Preston's Doc. 232. 
Lodg-e 517. Lives of Pitt and Franklin. Speeches of Fox. 
Morris II. 143 7. Hart II. 619-29. 



Reading: — Daniel Boone's "Autobiog-raphy." Roosevelt's 
"Winning of the West." Hawthorne's "Septimius Felton." 
Cooper's "The Spy." "The Dance," Lib. Am. Lit. III. 356. 
Abbott's "Daniel Boone." Cooper's "Lionel Lincoln.'' 
Henty's "True to the Old Flag." Harte's "Thankful Blos- 
som." Mitchell's ''Huoh Wynne." 



REVIEW. 



1. Which do you consider the three most helpful men 
from 1760 to 1783'? Which acted most truly from 
patriotic motives'? Your reasons. 

2. Reasons why America won. 

3. Reasons why England failed. 

Explain this newspaper extract concerning a 
company of riflemen going to join Washington in 
Cambridge, 1775. "These men have been bred in 
the woods to hardships and dangers from their 
infancy. * * [One] of the company held a barrel 
stave perpendicularly in his hands with one edge 
close to his side, while one of his comrades, * * 
at the distance of upwards of sixty yards and with- 
out any kind of a rest, * * shot several bullets 
through it. * * At night * * [they gave] a per- 
fect exhibition of a war dance, circumventing 
their enemies by ^^ ^ ambuscades, * * scalping, 
etc.*' Explain Mr. Hartley's speech in Parlia- 
ment. — He would not use the term rebels because 
it would make hard feeling and because he 
thought the ministry had been the aggressors. 



OUTLINE GUIDE TO AMERICAN HISTORY. 55 

^'I will never * * confound terms so fundament- 
ally the reverse to each other, as defensive resist- 
ance in the support of constitutional rights, with 
unprovoked and active treason. * * Our Ameri- 
can fellow- snbjects have been driven to resist- 
ance in their own defense [as we ourselves were 
under the Stuarts.]'' 

4. On what principle or principles does the real 
justification of the war rest? 

5. Sum up the political effects of the war. 

6. Wh}^ should the Americans dislike a standing 
army ? 

7. How were the colonists supplied with the neces- 
sities of life during the war? With military sup- 
plies ? 

8. Which was the most important single event of 
the war in its results? 

9. What clauses of the treaty were likely to occasion 
trouble? 

10. Who governed the Americans during the Revolu- 
tion?" 

11. When might peace have been made before it was 
and on what terms? 

12. What did the colonies win by the "Revolution? 
DiditiDay? Are we any better off than Canada 
today? Could we have been like Canada without 
the revolution? Reasons. 



THE UNITED STATES. 

Queries : — Do men have the same instinct for govern- 
ment as beavers for dam building ? ■'■ '^ 
Would Anglo-Saxons under any circum 
stances establish an orderly government? 
Is the American political standard really 
the greatest good to the greatest number? 

1. The Articles of Confederation. 

a. Under what government were the "colonies'^ 
from 1776 to 1781? 

b. Review the early attempts to unite. 

c. Define state, nation, federation, confederation. 

d. When and why were the articles proposed? 

1). Note Franklin's draft. Would it have been 
better to have adopted his plan? 

e. Analyze the plan finally adopted. 

1). Study articles I. II. III. VI. IX. XIII. Com- 
pare with the Declaration and later with the 
Constitution. 

2). Pick out the weak points. Your reasons. 

f . Why did it take the states so long to ratify ? 

g. Why did some states have western lands while 
others did not? 

h. Arguments for and against giving up the west- 
ern lands. On what terms were they sur- 
rendered ? 

i. What is the real importance of the articles ? 

j. To what do you attribute their failure ? 

k Were the states sovereign? Your reasons. 

2. The "Critical Period" 1781-1787. Why so called? 
1). Explain, — " ^ * for it is clearly my opinion, 

unless Congress have powers competent to all 
general purposes, that the distresses we have 
encountered, the expense we have occurred, 
and the blood we have spilt will avail us noth- 
ing." March 4th, 1783. 

"Notwithstanding the jealous and contracted 
temper, which seems to x)revail in some of the 
states, yet I cannot but hoj^e and believe, that 
the good sense of the people will ultimately get 



OUTLINE GUIDE TO AMERICAN HISTORY. 57 

the better of their prejudices. " — January 5th, 
1784. 

"From the high ground we stood upon, from 
the plain path which united our footsteps, to be 
so fallen, so lost is really mortifying. But 
virtue, I fear, has in a great degree taken its 
dej)arture from our land, and the want of a dis- 
position to do justice is the source of the na- 
tional embarassment." — May 18th, 1786. 
"What astonishing changes a few years are 
capable of producing. I am told that even re- 
spectable characters speak of a monarchical 
form of government without horror. * * What 
a triumph for the advocates of despotism to 
find that we are incapable of governing our- 
selves, and that systems founded on the basis 
of equal liberty are merely ideal and fal- 
lacious!" — August 1, 1786. (Quoted from Geo. 
Washington in Northwestern Monthly VIII. 5)r 
A common English view: — "As to the future 
grandeur of America, and its being a rising 
empire under one head "^ ^ [is idle and vision- 
ary]. The * * clashing interests of the Ameri- 
cans, their diiference of governments * - and 
manner, indicate that * * suspicious and dis- 
trustful of each other, they will be divided * * 
into little commonwealths * * by great bays of 
the sea, and by vast rivers, lakes and ridges of 
mountains." (Quoted in Sheldon p. 198). 
Justify the above opinions by studying 
a). The finances, — state and national, 
b). Commerce, — foreign and domestic. 
c). Violations of the articles. 
d). Schemes for revision and amendment, 
e). Social conditions, 
f). External boundaries. 
g). Internal subdivisions, 
h). Control of territories and government land. 

Study the Articles. Old S. Leaf. Xos. 2, 15, 1(5. Am. Hist. 
Leaf. Xos. 20. 22 Preston's Doc. 218. Northwestern Monthly 
VIII. Xo. 5. Channing- 236-46: 219-55. Epochs IL 103-19. Shel- 
don 190-9. Montgomerv 209-14. Fiske 246-8. McMaster 155- 



58 OUTLINE GUIDE TO AMERICAN HISTORY. 

{)5. Gordv 194-8. Thomas 132-5. Johnston 136-9. Walker 
1-20. Andrews I. 223-33. Fiske's Grit. Period 90-222. Froth- 
ing-ham 561-79. Schouler I. 1-35. Hildreth III. 139, 266, 395- 
404: 472-4. McMaste.rs Hist. People I. 130-219: 299-354. 
Bryce I. 19-21. McDonald's Doc. 6. Hart II. 591-605. 

3. The Ordinance of 1787. 

a. Reasons for. 

b. Terms. 

1). Name three sorts of liberty which the ordin- 
ance granted. 

2). Compare the U. S. colonial system thus estab- 
lished with that of England and account for 
the difference. 

3). Did anyone question the power of Congress 
to legislate on territorial slavery? Compare 
w^ith later opinions as you proceed. 

c. Note the application of the new land survey 
system. 

Old S. Leaf. Xos. 13. 14. 42. Am. Hist. Leaf. No. 28. Pres- 
ton's Doc. 240. MacDonald's Doc. 21. Ghanning- 246-9. 
Epochs II. 108-9. Sheldon 199-202. Gordy 198. Montgom- 
erv 209-10. McMaster 160-2. Eggleston 232. Thomas 146-8. 
Johnston 146. Walker 39-40. Fiske's Gritical Period 204-7. 
Hildreth III. 527-9. 

N. B. — Topics for note book. 

1. The three great compromises of the con- 
stitution and their future history. 

2. Great men, noting their political principles 
and their influence on history. 

3. Slavery, — social, economic, and pohtical 
effects. 

N. B. — Mal^e a map of the United States or buj^ a 
Heath Outline map (3c.). With colored crayon 
or pencils trace all slavery legislation as you 
proceed. 

4. The Constitutional Convention. 

a. Origin and previous attempts. 

b. Time and place of meeting. 

c. Men in it, — extent of their power. 

d. The Constitution. 

1). Plans proposed, — authors, nature of and 
reasons for each. 



I 



OUTLINE GUIDE TO AMERICAN HISTORY. 59 

a). Jefferson wrote from Paris, December 
16th, 1786. "To make us one nation as 
to foreign concerns, and keep us distinct 
in Domestic ones, gives the outhne of 
the proper division of power between the 
general and particular governments." 
And again, — "I am persuaded the good 
sense of the people will always be found 
the best army. They may be led astray 
for a moment, but will soon correct 
themselves." 
b). Adams 1787, said, "The rich, the well born 
and the able ^ ^ must be separated from 
the masses and placed by themselves in 
a senate." Follow these two ideas 
through our history. 
2). Compromises. 

a). Name and explain the three great com- 
promises. 

(1). Why should New Jersey say that the 
only remedy was to erase existing 
boundaries and divide the whole into 
thirteen equal parts '? 
(2). Why should Pennsylvania say, "If 
New Jersey will not part with her 
sovereignty, it is vain to talk of 
government"? 
(3). Find other similar statements, 
b). Mention some of the other compromises, 
c). Is it right to compromise '? Suppose 

they had not done so here ? 
d). Why did the convention sit with closed 
doors and pledge themselves to silence ? 
S). How can our government be called one of 

"checks and balances"? 
4). Can you discover reasons in the experience 
of the colonists why they made the govern- 
ment they did instead of one like England ? 
5). What do you think of Gladstone's remark, 
that it was "struck off at a given time from 
the brain and purpose of man"? 
6). Who was the "Father of the Constitution"? 



60 OUTLINE GUIDE TO AMERICAN HISTORY. 

The author? The "Defender"? Why? 
7). What were the Madison Papers? 
8). Ratification. 

a). Arguments for and against. 

(1). What was the "P'ederahst"? 

(2). Explain this recipe for an Anti-Fed- 
eral essay: "Take well born nineteen 
times, aristocracy eighteen times, 
liberty of the press thirteen times, 
negro slavery once, trial by jury sev- 
en times, great names six times, Mr. 
Wilson forty times, and lastly George 
Mason's hand in a cutting box nine- 
teen times. Put these all together 
and dish them up at pleasure. These 
words will bear boiling, roasting or 
frying, and what is most remarkable 
of them, will bear being served a 
dozen times to the same table and 
palate." (Quoted in Northwestern 
Monthly VIII. 5.) 

(3). In Pennsylvania the small farmers 
werf! told "that if they were tired of 
serving on juries, and wished to see 
tax-collectors helped by bands of 
soldiers taking their savings from 
them to support a standing army, a 
pack of national judges, and a three- 
headed Federal Government, they 
would do well to send a Federalist to 
the [state] convention. " Explain. 
(Ibid.) 

(4). From Paris, Jefferson wrote Dec. 20, 
17^7: "I will now add what I do 
not like First the omission of a 
bill of* rights providing clearly and 
without the aid of sophisms for'free- 
dom of religion, freedom of the press, 
protection against standing armies, 
restrictions against monopolies, the 
eternal and unremitting force of the 
habeas corpus laws, and trials by 



OUTLINE GUroE TO AMERICAN HISTORY. 61 

jury in all matters of fact triable by 
the laws of the land and not by &he 
law of nations. ^ * The second fea- 
ture I dislike * * is the abandon- 
ment in every instance of the neces- 
sity of rotation in office, and most 
particularly in the case of the Presi- 
dent." (Ibid.) 
b). Why wait for New York to ratify ? 
c). What significance is there in the fact 
that the vote in the Massachusetts con- 
vention was 187 for and 167 against and 
Virginia 89 to 79? 
d). The attitude of Patrick Henry. Account 

for it. 
e). Did the states or the people ratify? 
f). Is the Union older than the states? 
g). When did the idea of state sovereignty 

begin ? 
h). Was the Constitution a compact or an 
instrument of government? (See Madi- 
son's view in Johnston's Politics). 
i). How could the union be dissolved? 
j). The question of amendments. 
9). What is the difference between a constitu- 
tion and a law ? 
10). What was the status of North Carolina just 
after the adoption of the Constitution. 

Elliott's Debates. The Constitution. Clianning 255-75. 
Epochs II. 121-35. Sheldon 203-10. Monto-omerv 214-8. Mc- 
Master 105-73. Fiske 248-9. Gordv 198-201. Egg'leston 197- 
200. Johnston 140-3. Thomas 135-43. Andrews 1. 233-42. 
Frothing-ham 581-000. Walker 21-50. Fiske's Civil Govt. 214 
29; 232-67. Schouler I. 25-45. Winsor VII. 237-46. Brvce, chs. 
III.. XXV., XXVIII.. XXIX. Coffin's Bldg. Nation 13-26. 
Hildreth III. 477-8: 482-526. McMaster's Hist. People I. 390- 
9:417-25:438-524. Johnston's Politics 8-18. Jefferson Davis, 
Confed. Govt. I. 86-103. Atlantic LVIII. 648. Century 
XXXIV. 746. Old S. Leaf. Xo. 12. Am. Hist. Leaf. No. 8. 
Northwestern Motithiv VIII. No. 5. 



Show which of our political institutions have their 
origin in English institutions, which in the peculiar 



62 OUTLINE GUIDE TO AMERICAN HISTORY. 

conditions of this continent, and which in the inven- 
tive genj u s of the American people. For example, — 

a. No imprisonment without cause. 

b. Quick and cheap land transfer. 

c. The caucus system. 

N. B. — Pages in your note book for States Rights^ 
Secession and the National Theory, adding 
material as you meet it. 

6. Our country in 1789. 

a. Boundary questions. 

b. Distribution of the people. 

c. Cities, 

d. Intellectual life. 

1). Schools and professions. 
2). Literature, newspapers, etc. 

e. Economic conditions. 

1). Cause and effect of American mechanical 

insight. 
2). Wages, manner of living, etc. 
3). Jefferson's opinion on western settlement, 

with his reasons. 

f. Political conditions. 

1). Methods, — effect of free speech. 
2). The franchise. 

g. Social life. 

h. Is there an American w^hite race? 

i. Was there originally any difference between the 

people of the north and south? Would they 

become alike or unlike? Why? 

Channing 317-30. Epochs II. 137-41. Sheldon 220-8. Mont- 
gomery 227. McxMaster L75-96. Fiske 253-8. Gordy 203-10. 
Eg-g-leston 203-12. Johnston 144-6 Walker 63-72. Fiske's 
Critical Period 60-3. Frothing-ham 603-10. Coffin's Bldg-. 
Nation 27-41. Schoaler I. 221-38. Hildreth III. 543-6. Mc- 
Master's People I. 1-101. Eg-gleston in Century 1882-5. 



7. Rise of parties. 

N. B. — Place heading, "Party Government," irt 
note book. 

a. Origin. 

b. Define necessary, implied, inherent and dele- 
gated powers. 



OUTLINE GUIDE TO AMERICAN HISTORY. 63 

c. Should every one belong to a party? 

d. What is an "independent"? His value? 

e. Why not have just one party? 

f. What is meant by the "machine " in politics? 

g. The party press. 

8. Washington's election and inauguration. 

a. Note monarchical tendencies. 

b. Compare his address with one of today. Account 
for the differences. 

9. Organization of the departments. 

Channino- 279-88: 296.' Epochs II. 141-6: 155-7. Sheldon 209- 
14. Montgomery 219-22; 225-6. McMaster 197-8. Schouler I, 
47-54: 74-130: 170-9. Walker 94-9. McMaster's Hist, of Peo- 
ple I. 525-61. Andrews I. 243-58. Bryce ch. XXX. Old S. 
Leaf. No. 10. Northwestern Monthly VIII. No. 6. Lodg-e's 
Washington II. ch. 5. Morse's Jefferson, chs. 8-10. Hild- 
reth IV. 39-46: 287-301: 331-72: 389-409. Johnston's Politics 
3-8: 26-9. 



N. B. — Buy or make a map of the U. S. With colored 
crayon or pencils trace our territorial devel- 
opment as we proceed. 

10. Financial affairs. 

a. Origin of the national debt. 

b. Hamilton's propositions,— arguments for and 
against each. 

c. What difference did it make where the capital 
was located? What is log-rolling? Is it right? 

d. The bank, — note party views. 

e. Name and explain the different methods used 
to raise money. 

f. The Whisky insurrection. 
1). Cause and significance. 

2). What if the 3000 distilleries in Pennsylvania 
had been consolidated into a few big ones? 

Channing 288-91; 293-6. Epochs II. 146-51: 163-4. Mont- 
gomery 222-5: 232-3. McMaster 198-204. Fiske 260-3. Gordy 
211-15. Johnston 151-4. Thomas 147-9. Schouler I. 86-93; 
130-40: 158-9: 166: 187; 214-75. Walker 78-87. McMaster's 
Hist, of People I. 542-61; 568-93. Van Hoist I. 80-107. Andrews- 
I. 258-62. Hildreth IV. ch. 1-5; 8. Lodge's Washington II. 
103-28. Lalor Cyclopaedia I. 315,316,714,11.127,190,573, 
III. 856-9. Johnston's Politic's 22-5. Macdonald's Doe. 46,. 
61, 67, 76, 81, 98. 



64 OUTLINE GUIDE TO AMERICAN HISTORY. 

N. B. — Put heading Tariff in note book. 
N. B. — Record in note book slavery proceedings in 
Washington's administration. 

11. Foreign affairs,— 1789-1797. 

a. Our standing abroad, — due to wliat ? 

b. Attitude of our political parties, with the rea- 
sons. 

c. Relations with France. 

1). Onr obligations by the treaty of 1778. 
2). Washington's policy. 

a). Importance of his proclamation. 

b). Effect of Genet's appeal to the people. 

d. Relations with England. 

1). Grievances on each side. Washington, 
July 26, 1786, wrote, "It was impolitic and 
unfortunate if not unjust in these states to 
pass laws, which by fair construction might 
be considered as infractions of the treaty 
of peace. It is good policy al all times to 
put one's adversary in the wrong. Had 
we observed good faith, and the western 
posts had then been withheld from us by 
Great Britain, Ave might have appealed to 
God and man for justice. ^ ^ But now we 
cannot do this." Explain tnis 

2). Explain "Free ships make free sroods"; 
"Rule of 1756." 

3). Jay's treat V. 

a). Objections to it? Why? 
b)...Why not get better terms? 
c). Should we have fought then? 

e. Relations with Spain and Algiers. 

f. Naturalization laws. 

12. Washington's Farewell Address. 

a. Read it and give main points on union, parties, 
federal power, education, foreign alliances. 

Mcdonald's Doc. 112. 111. 130. Northwestern Monthly VIII. 
5. Old S. Leaf. No. 4. Sheldon 211. Channing- 196-303. 
Epochs II. 157-63. Montgomerv 230-T. McMaster 206-9. 
Fiske 264-6. Gordy 217-19. Johnston 154-60. Thomas 151-4. 
Walker 100-3: 115-9: 136. Schouler I. 241-58: 290-304: 316; 
331-3. Winsor VII. 466-76. Coffin. Bldg-. Nat. 58-62. An- 



OUTLINE GUIDE TO AMERICAN HISTORY. 65 

drevvs I. 263-73. Lodge's Washington II. ch. 4. Von Hoist 
I. 107-37. McMaster. Hist. People II. 89-144: 165-88: 212-89. 
Hildreth IV. 132-7: 411-97: 539-615. Johnston's Politics 30-43. 



Reading: — Lib. A.m. Lit. IV. 346, "Washino-ton's Recep- 
tions"'; IV. 25, -'Anecdotes of Washington.*' Holmes, "Ode 
for W^ashing-ton's Birthday." 

13. Election of 1796. 

14. Relations with France 1797-1801. 

a. Reasons for nesfotiations. 

b. The X. Y. Z. affair. 

1). Why should we feel insulted"? 

2). Explain Pinckney's reply. 

3). Note the war preparations and their effect 

on the Federalists. 
4). Reasons for and effect of the treaty of 

1800. 

15. Home affairs to 1801. 

a. Alien and sedition laws, — purpose of; nature 
of; why objectionable'? 

b. Naturalization acts, — nature -and purpose. 

c. Virginia and Kentucky resolutions. 

1). Read them, noting the stand taken and the 
importance of. 

2). Explain this extract: "Resolved, that the 
several states composing the United States 
of America, are not united on the principle 
of unlimited submission to their General 
Government; but that by compact * * they 
constituted a General Government for spec- 
ial J) 11 r poses, delegated to that Government 
certain definite powers, reserving each state 
to itself, the residuary mass of right to 
their own self Government ; and that when- 
ever the General Government assumes un- 
delegated powers, its acts are unauthorita- 
tive, void, and are of no force : That to this 
compact each state acceded as a state, and 
is an integral party, * * each party has an 
equal right to judge for itself, as well of 
infractions, as of the mode and measure of 
redress.'' (Am. Hist. Leaf. No. 15.) 



66 OUTLINE GUIDE TO AMERICAN HISTORY. 

cl. The Midnight Judiciary. 

1). Purpose and effect, 
e. What should have been the pohcy of the 

Federahsts? 

Am. Hist. Leaf. No. 15. Northwestern Month" y VIII. No. 
5. Montgomery 238-44. McMaster 209-14. Johnston 160-4. 
Thomas 154-8. Winsor VII. 472. ScHouler I. 341-99; 423-5. 
Walker 138-55. Coffin Bldg. Nat. 112-8. Andrews I. 273-81. 
Von Hoist. Morse's John Adams 265-87. Hildreth IV. 685- 
704: V. chs. 10, 14. McMaster II. 209-416, 417-76. Lalor's Cy- 
clopedia III. 1122-7. Macdonald's Doc. 135 58. Preston's 
Doc. 277-304. Channing- 303-12. Epochs II. 164-71. Fiske 
266-70. Gordy 220-3. Johnston's Politics 44-54. 

16. The election of 1800 and its results. 

a. Candidates and principles. 

b. Keasons for the Federalist defeat. 

c. Necessity for the 12th. amendment. 

d. Compare the inaugurals of Washington, Jeffer- 
son and Lincoln. 

e. Jefferson and the civil service. 

1). Why did he say, "We are all Republicans, 
we are all Federalists"? Was he as weak 
an executive as this might imply ? 

2). Note the changes made and his basis of 
appointment. 

f. Burr's conspiracy. 
1). Cause. 

2). Define treason. 

3). Note the moral effect. 

Channing 312-4; 330-6: 341-3. Epochs II. 171-83; 189-91. 
Monto-omerv 244-7: 255. McMaster 215-8. Gordy 224-5. Thom- 
as 159-60; 164-5. Walker 165-73: 206-8. Andrews I. 305-10. 
Schouier 1. 426-501: II. 67. Coffin Bld^. Nat. 133-9. Henry 
Adams U. S. II. Morse's John Adams 287-330. Von Hoist 
168-83. Hildreth V. ch. 15. McMaster II. 489-537, Summer's 
Hamilton ch. 16. 

17. Material conditions in 1800, — compare with 1790. 

Channing 317-30. Gordy 226-9. Thomas 165. Johnston 
168-9. Coffin Bldg. Nat. 63-111. Sheldon 220-8. Montgomery 
252-4. Andrews I. 291-304. 

18. Foreign affairs 1800-1816. 



OUTLINE GUIDE TO AMERICAN HISTORY. 67 

a. Gunboat system. Was it really economical? 

b. TriiDolitan war. 

c. Louisiana purchase. 

1). Review previous history of Louisiana. 
2). Object of the Uuitecl States and of Napo- 
leon. 

a). Explain Jefferson's letter to Livingston 
• in Paris, April 1802. "There is on the 
globe one single spot, the possessor of 
which is our natural and habitual 
enemy. * * The day that France takes, 
possession * * [of it] we must marry 
ourselves to the British fxcet and 
nation." 
b). Ex^Dlain Napoleon's remark that this 
gave "to England a maritime rival 
destined to humble her pride." 
3). Note the attitude of the Federahsts and ac- 
count for it. 
4). Was it constitutional from any point of 
view then or now? 
a). Explain the following. 

(1). Jefferson said, "The executive has 
done an act beyond the constitu- 
tion. The legislature must ratify 
and throw themselves upon the 
country for an act of indemnity." 
"Our pecuhar security is in the 
possession of a written constitution. 
Let us not make it blank paper by 
construction." 
(2). Livingston said, "We have lived 
long but this is the noblest work of 
our whole lives.'" Why? 
5). Boundary questions. 
6). Lewis and Clark expedition. Did this 

effect our Oregon claims? 
7). Make a note of the secession sentiments. 
8). Summarize the political, economic and so- 
cial effects of the purchase. 

Channing 337-40. Epochs II. 182-9: III 35. Sheldon 215-9. 
Montg-omery 247-52 McMaster 216-21. Fiske 271-6. Gordy 



68 OUTLINE GUIDE TO AMERICAN HISTORY. 



228-35. Thomas 162-3. Johnston 167-8. Walker 178-85. An- 
drews I. 310-11. Johnston's Politics 55-63. McMaster Hist, 
of People II. 620-33. Hildreth V. 178. Schouler II. 36-52. 
Morse's Jefferson ch. 11. Von Hoist I. 183-99. Brvant IV. 
145-9; 267-75. Winsor VII. ch. 7. Macdonald's Doc. 160. 



d. Aggressions on neutral trade. 

1). Follow England's conduct after Jay's treaty 
and give reasons for. How did it affect the 
United States? 
2). Impressment, 
a). Reasons for. 

b). England's view of naturalization laws 
during the colonial period and at this 
time, 
c.) Our view of the "right of search." 
N. B. — Place this topic in note book and find other in- 
stances. 

3). Napoleon's continental system, 
a). Purpose and effect, 
b). England's reply. 
4). The Chesapeake "outrage:" Note party 

feeling here. 
5). Jefferson's policy. 

a). Non-importation act. Why did Ran- 
dolph call it "A dose of chicken broth 
to be taken nine months hence." 
b). The Embargo. 
1). Purpose. 

2). Was it constitutional? 
3). Effect on Republican principles. 
4). Effect on England and France. 

1). Why called the '^Ograb me act?" 
5). Principle involved in the resistance 

offered to the act. 
6). Compare this act with the colonial 
Revolutionary policy. Which was 
more effective ? Why ? 
c.) Reason for and effect of the non-inter- 
course act. 
6). The Erskine treaty with England. 
7). French offers of friendship. 



OUTLINE GUIDE TO AMERICAN HISTORY. 69 

8). Effect of the President and Little Belt 

affair, 1811. 
9). Effect of the Tecumseh Indian revolt and 

our attitude toward England. 
Query. — Does commerce make for peace or war? 

ChanniDg- 343-52. Epochs II. 191^203. Sheldon 229-31. Mc- 
Master 224-31. Montg-omery 256-65. Gordy 237-42. Thomas 
166-70. Johnston 171-2. Andrews t. 315-8. Walker 190-204. 
Schouler II. chs. 6, 8. McMaster's Hist. People III. chs. 19, 
20. Hildreth VI. chs. 20-23. Morse's Adams 37-57. Schurz's 
Clay ch. 4. Salor's Cyclopedia II. 79-85. Johnston's Politics 
64-72. Macdonald's Doc. 176, 177. 



e. Whom should we fight? Why? 

1). Explain Jefferson's statement, — "The diffi- 
culty of selecting a foe between them has 
S23ared us many years of war, and enabled 
us to enter into it w^ith less debt, more 
strength and preparation. France has kept 
pace with England in iniquity of principle 
although not in the ]3ower of inflicting 
wrongs upon us." 

2). Influence of such remarks as this of Lord 
Liverpool (1813), — America "ought to have 
looked to this country (England) as the 
guardian power to which she was indebted 
not only for her comforts, not only for her 
rank in the scale of civilization, but for her 
own existence." 

3). Influence of the youiig men in Congress. 

4:). Influence of party feeling. 

5). Sum up. reasons for choosing England. 

6). Madison's attitude. Compare him as a 
statesman and as a war president. 

7). Causes of the war assigned in the declara- 
tion. Compare with Clay's answer when 
asked what would be gained bywdr, — "What 
are we not to lose by peace? Commerce, 
character, a nation's best treasure, honor I" 

8). Explain the expression, "Free Trade and 
Seamen's Rights." 

9). Suppose the telegraph had been known? 



70 OUTLINE GUIDE TO AMERICAN HISTORY. 

Channing 352-4. Epochs II. 203-6. Montg-omery 264-6. 
Fiske 279-81. Gordy 242-3. Walker 121, 221-9. Johnston's 
Orations I. 205-15. Coffin's Bldg. Nation 142-50. McMaster's 
Hist. People III. chs. 21, 23: IV. chs. 24-7: 29. Schurz's Clay 
I. chs. 5, 6. Hildreth VI. chs. 24-9. Schouler II. chs. 8, 9. 
Bryant IV chs. 8, 9. Sumner's Jackson ch. 2. Johnston's 
Politics 7.3-80. Macdonald's Doc. 183, 191. 



f. The war. 

1). Strength of the combatants, — population, 

resources, etc. 
2). Theater of war, — why"? 
3). Object, character and results of the land 

campaigns. 
'4). Character and effect of tlie sea fights. 

a). Note this Engiigh newspaper account: 
"^ ^ after an action of 15 minutes, the 
Guerrierewas completely dismasted, 
[by the Constitution], and in another 
quarter of an hour she went down I ^ * 
Nothing is impossible ! not even for 
A man to bite his own nose off, but 
^ * we must confess our doubt as to the 
probability of the event - * ! *' 
Why did she doubt it'? 
b). Why was it difficult to insure ships for 
a run across the Irish channel? 
5). Object of the battle of New Orleans. Did 
it do any good ? 

Epochs II. 206-14. Channing 357-83. Sheldon 232-6. Fiske 
281-8. Montgomery 266-73: 276. McMaster 233-9. Thomas 
171-9. Coffin Bldg. Nat. 151-231. Gordy 244-50. Jonnston 
175-91: 194-5. Schurz's Clav I. 85-101. ( See references above.) 



g. Disloj^al utterances and acts. 

1). Resulting from attempts to evade the em- 
bargo. 

2). Concerning militia control, etc. 

3). Why should J. Q. Adams in 1811 say that 
the admission of Louisiana would be "a vir- 
tual dissolution of the Union?" 



OUTLINE GUIDE TO AMERICAN HISTORY. i 1 

4). Why should Josiah Qumcy, June 1813, say 
that it was not right to praise victories "in 
a war like the present, waged without 
justifiable cause and prosecuted in a man- 
ner which indicates that conquest and am- 
bition are its real motives"? 
5). Explain this from the Massachusetts legis- 
lature committee re^Dort. ' 'We spurn the idea 
that the sovereign state of Massachusetts is 
reduced to a mere municipal corporation." 
6). Why should the Massachusetts assembly 
Oct. 16, 1814, vote a million dollars to sup- 
port a state army? 
7). The Hartford Convention. 
a). Cause. 

b). Principles involved. 
c). Work of. — Give reasons for the follow- 
ing amendments proposed, and state 
objections, if any, to them. 
(1). Excluding slaves from the basis 
on which representation and direct 
taxes are apportioned. 
(2). Requiring for the admission of 
new States tlie concurrence of two- 
thirds of both houses. 
(3). Prohibiting congress from laying 
an embargo for more than sixty 
days. 
,(4). Prohibiting Congress from inter- 
dicting commercial intercourse 
with foreign nations without a two- 
thirds vote of both houses, 
t^o). Requiring a two-thirds vote to de- 
clare war or authorize acts of hos- 
tility against a foreign nation, ex- 
cept in defence and in cases of 
actual invasion. 
(6). Making ineligible to any civil office 
under the general government any 
23erson thereafter naturalized. 
(7). The president to be eligible only for 
a single term and not to be chosen 



72 OUTLINE GUIDE TO AMERICAN HISTORY. 

two terms in succession from the 
same state. 

The Convention also advised the 
states to prevent the execution of 
the United States enhstment acts 
and to provide for state defence 
against invasion. (Walker 245-6). 
d). What do you consider the chief objec- 
tion to the convention? 
e). Results. 

f). Why should Jefferson say that the pos- 
sible withdrawal of Massachusetts was 
"a disagreeable circumstance but not a 
dangerous one?" 
g). Find other quotations. 

Channing- 365-7. Epochs II. 214-8. Sheldon 238. Gordy 
251. Thomas 177. .Johnston 191-2. Fiske 288. Montg-omery 
274-6. Walker 240-7: 257. Sehouler II. 417-.30. Johnston's 
Politics 80-7. Hildreth VI. 464-77; 544-54. McMaster's Hist. 
Peo. IV. ch. 28. Lodg-e's Webster 45-71. Lalor's Cyclopedia 
I. 624. Von Hoist I. 235-72. Macdonaid's Doc. 198^ 



19. Results of the Avar. 
a. Home affairs. 

1). Cost of the war. 

2). Effect on national and party feeling. 
a). Note the elections of 1816 and 1820. 
b). Was it really an "era of good feeling "? 
Your reasons. 
3). Effect on industrial conditions. 

a). The tariff, — definition and kinds. 

(1). Nature and object of the acts from 
1789 to 1816 

(a). If Madison was a free trader, as 
he said, way did he introduce a 
bih, 1789, in behalf of "infant 
manufactures"? Did he think 
of the .effect on wages? Why? 
(b). Why did New England in 1789 

object to a tax on molasses? 
(c). Who objected to the tax on 
slaves? Why? 



OUTLINE GUIDE TO AMERICAN HISTORY. 



(d). Why clicl each part of the duty 
of i789 have to be carried by 



log rolhiig? 
(2). Mention other conditions and acts 
which afforded jDrotection intention- 
ally or otherwise. 
(3). The tariff of 1816. 

(a). Note the opinions of Calhoun, 
Jefferson, Webster, and Ran- 
dolph, with the reasons for each. 
(b). Was the tariff designed for man- 
ufacturers especially? Your 
reasons. 
(c). Was it made in the interest of 
American wages and standard 
of living'? Purpose of the tariff 
today i 
(b). The bank of 1816. 

1). Reasons for its re-charter. 
2). Was the party in power living up to 
its convictions? Your reasons. 
(c). Internal improvements, etc., — effect on 
nationalization. 

Channing- 3()T-T3. Epochs II. 220-33; 234-0; 253-4. McMas- 
ter 241-00; 200-73. Montgomery 2TS-82; 284-5; 292. Fiske 297- 
8. Gordv 2.50-7. Thomas L80-3; 185-7. Johnston 197-203. 
Walker 204-5: 257-270. Burgess 1-12; 110-22. Coffin Bldg. 
Nat. 233-44. Andrews I. 318: 330-5. Epochs II. 223-31. Mc- 
Master's Hist. People IV. chs. 30-1. Hildreth VI. ch. 30. 
Schouler II. ch. 9; III. ch. 10. Schurz's Clay 1. 120-40. Von 
Hoist ch. 10. Johnston's Politics 89-94. 



Reading.— Dickens, "Tale of Two Cities." E. E. Hale^ 
"Philip Nolan's Friends:" "Man Without a Country." Dana 
"Two Years Before the Mast:" "A Girl's Life Eighty Years 
Ag-o." Scribner's Magazine, 1887; "'A Sugar Plantation," 
Harper's Magazine. 1887, Eggleston's "Captain Sam,"' etc. 
"The Star Spangled Banner.'' Drake's •'American Flag." 
Holmes's "Old Iron Sides.'" Bryant's "Hunter of the Prair- 
ies." Eggleston's "The Graysons," in the Century, 1888. 
"Constitution and Guerriere,'' Lib. Am. Lit. V. 105. 

b. Results of the war as to foreign affairs 1815- 
1825. 



74 OUTLINE GUIDE TO AMERICAN HISTORY. 

1). The treaty. 

a). Terms. — What questions should have 

been settled ? Why were they not ? 
b). Why was this called the second war of 
Independence ? 

Channing 363-5. Schurz's Clay I. 102-25. Epochs 11.218-22. 
Montgomery 277-9. Fiske 289. Gordy 252. Johnston 196. 
Thomas 178-9. McMaster 239. Macdon aid's Doc. 192. Mc- 
Master, Hist, of People IV. ch 29.Schurg"s Clay 1. ch. 6. 
Hildreth VI. ch. 29. Bryant IV. ch. 9. .Higginson ch. 15. 



2). Later negotiations with Great Britain. 
a). As to trade regulations, 1815. 
b). Fisheries and northern boundary, 1818. 
c). Oregon boundary. 

(1), Which nations claimed it ? By 

what right? 
(2). Agreement between England and 
United States, 
d). Slave trade. 

Channing 371. Schouler IV. 501-13. Burgess 311-27. Mc- 
Master 322-6. Coffin Bldg. Nat. 363-86. Epochs II. 232-3. 
Thomas 185. McMaster 261. ( See above). 



,3). Relations with Spain. 
a). Purchase of Florida. 

(1). Reasons for, terms and boundaries. 
Monroe wrote to Jackson, "Having 
long known the repugnance with 
which the eastern portion of our 
Union have seen its aggrandize- 
ment to the West and South, I have 
been decidedly of the opinion that 
we ought to be content with 
Florida for the present." What 
did he mean? 

(2). Why did Clay think Florida would 
one day drop into our lap anyway, 
while Texas might escape us ? 
Which was more valuable, Texas or 
Florida? Why? 



OUTLINE GUIDE TO AMERICAN HISTORY. 



/O 



(3). Settlement of Spanish claims to 
Oregon. 

Charming 375-7. Schurz's Clav I. 151: 162-5. Epochs II. 
233-4. Monto- ornery 282-4. Fiske 288-9. Gordv 254. ,Iohn- 
ston 201. Thomas 184. MsMaster 261-2. "^Macdonaid's 
Doc. 213. Winsor VII. 527-62. See index to Hildreth, Ban- 
croft, McMaster, Schouler, etc. 



4). Relations with Spanish American colonies, 
a). Cause of their revolutions. Compare 

their conditions then and now. 
b). Object of the Holy Alliance, 
c). Why was the United States interested? 
d). Effect of Russian colonization schemes, 
-e). The Monroe Doctrine. 

(1). Read it; name the four principles 

set forth. 
(2). Was it a new stand? Compare with 
Washington's Farewell Address 
and Jefferson's inaugural. 
(3). Why did England favor it? The 
English prime minister, Canning, 
said, "I called the New World into 
existence to redress the balance of 
the old." Explain. 
(4). Compare with Cleveland's Vene- 
zuelan message. 
(5). Do we have to follow it ? Is it nec- 
essary now ? 

Macdonald's Doc. 228. Am. Hist. Leaf. No. 4. Channing- 
377-81. Epochs II. 241-4. Montg-omerv 293-5. Fiske 299! 
Gordy 255. Johnston 205. Thomas 190-1. McMaster 262-5. 
Schouler III. 277-93. Schurz's Clav I. 146-50, 168-71. Winsor 
VII. ch. 7. Von Hoist I. 409-21: 532. Morse's .1. Q. Adams 
126-38. 



f). The Panama Congress, 1825,— object, 
results. 

Channing 391-2. Epochs II. 251-3. Thomas 197. Schurz's 
Clay I. 267-73. ( See indexes ). 



76 OUTLINE GUIDE TO AMERICAN HISTORY, 

20. Slavery. 

a. Review to 1789 noting,- — 

1). Early appearance in the colonies. 
2). Compare northern and southern adapt- 
ability. 
3). Early theory as to its benefits and early 

objections, with reasons for both. 
4). Colonial legislation. 

a). Why should Connecticut, 1723, enact 
that no negro or Indian servant or slave 
should be out after 9:00 p. m. without a 
special order? 
b). Why should Carolina punish any one 
who allowed negroes to build a church 
on their land"? 
c). Why did Pennsylvania in 1793 enact that 
every free negro should be registered, 
giving age, name, color, stature, and 
when freed? 
5). Explain these extracts : 

a). In 1773, Patrick Henry wrote to a 
Quaker, "Is it not amazing that, at a 
time when the rights of humanity are 
defined and understood with precision, 
in a country above ail others fond of 
liberty [that slavery exists]? Would any 
one believe that I am a master of slaves 
of my own purchase? I am drawn 
along by the general inconvenience of 
living without them. I will not, I cannot 
justify it." (Quoted in Schurz's Clay 
I, 29.) 
b). North Carolina convention, 1<74, — ''Re- 
solved, That we will not import any 
slaves, or purchase any * * imported * 
-'^ by others ^ * after [November 1st]. '^ 
6). Extent of English responsibility. 
7). Slaves in the Revolution. 
8). Explain this extract from the original draft 
of the Declaration of Independence. Why 
was it struck out? "He has waged cruel 
war against human nature itself, violating 



OUTLINE GUIDE TO AMERICAN HISTORY. V 7 

its most sacred rights of life and liberty in 
the persons of a distant peoi3le who never 
offended him. * * Determined to keep open a 
market where men should be bought and 
sold, he has * ^ [suppressed] every legis- 
lative attempt to restrain this execrable 
commerce, and * * is now exciting these 
very people to rise in arms among us [to 
IDurchase their liberty], * * thus paying off 
former crimes committed against the liber- 
ties of one people, with crimes which he 
urges THEM to commit against the lives of 
another." (American History, Leaf No. 11.) 
Would Jefferson have written this in 1850? 
Your reasons. 

b. Opinions of Washington, Jefferson, etc. 

c. How, why, and when were slaves north of 
Mason and Dixon's line freed ? What became 
of them? 

d. The Ordinance of 1787, — did the south object? 

e. Note South Carolina's stipulation in ceding her 
western lands. 

f. The Constitution and slavery. 
1). Why not then prohibited ? 

a). EUsworth (Connecticut) said, "What en- 
riches a part enriches the whole, and the 
states are the best judges of their par- 
particular interests. " 

b). Jas. WilsoQ (Pennsylvania), — "The new 
States which are to be formed will be 
under the control of Congress in this 
particular and slavery will never be in- 
troduced there." (Elliot's Debates II, 
452.) 
2). Select the clauses referring to slavery and 

note their influence on later history. 

g. Debates in Washington's administration, — 
cause; results. (Macdonald's Doc. 58.) 

h. Fugitive slave law, — reasons for. 
i. The cotton gin, — effect on the north and south, 
j. Why did Indiana ask to be released from the 
slavery clause of 1787. 



8 OUTLINE GUIDE TO AMERICAN HISTORY. 

k. Sum up the things from 1789 to 1808 which 
show a reaction in favor of slavery, giving rea- 
sons for each. 
1. Time and reason for stopping foreign importa- 
tion. (The Arabs still engage in the slave 
trade. Why?) (Macdonald's Doc. 171.) 
m. Effect of the domestic slave trade, — arguments 

for selhng them into the west. 
n. Effect of the war of 1812 on slavery. 
o. Reason for Edward Cole's prophecy, 1814, 
"The hour of emancipation is advancing. * * 
It will come and whether * * by * * our own 
minds * * or by the bloody process of St. 
Domingo [is not yet known]. * >f^ I have no 
proposition so expedient, on the whole, as that 
of emancipation of those born after a given 
day." 
p. Why was foreign slave trade made piracy in 
1820? Why did we not co-operate with Eng- 
land in suppressing it? 
q. Tne Colonization Society, 1816, etc. 

1). Did Clay intend it to be an an ti- slavery 
organization or not? Which do you think it 
was? Why? In 1839 Clay said "[if it does no 
good it does no harm.] It has nothing to do 
with slavery." In 1848 he said that coloniza- 
tion begins where abolition ends. The negro 
will carry religion, civilization, and freedom 
to Africa. About 5000 have gone to Africa. 
They have twenty-five churches. It costs 
650 to transport one and support him six 
months. They will soon transport them- 
selves as do the Irish and Germans. 
References — See Indexes on Slavery. 



r. The Missouri affair. 

1). Why contest Missouri and not Louisiana 

or Illinois? Give three or four reasons. 
2). Give both pro and an ti- slavery arguments 

on constitutional, moral and economic 

grounds. 



OUTLINE GUIDE TO AMERICAN HISTORY. 79 

3). The cotton export in 1820 amounted to -^20,- 
000,000 and the value of slaves had trebled. 
Suppose you had been a cotton planter ? 
.4). Part played by Maine. 

5). Which was more willing to compromise, the 
Senate or the house ? Why? Why should 
a southern writer say the Senate w^as 
''wiser, juster and freer from sectional jeal- 
ousy?" 
6). Clay with tears in his eyes, said: "[It 
w^ould be cruel to keep the negroes out of 
Missouri, because it would not decrease 
their number and would expose them] in 
the old exhausted states to destitution and 
even to lean and haggard starvation, in- 
stead of allowing them to share the fat 
plenty of the new west." What do you 
think of this? Why did Clay refuse to have 
his speeches on the Missouri question 
published? 
7). Terms of the compromise. 
8). Reasons for trouble over the Missouri con- 
stitution. 
9). Results. Which side got the better of it? 
Why ? What did it settle ? 
10 j. Would it have been better not to comprom- 
ise? Suppose they had not? 
11). Note the secession sentiments. Were they 

considered treasonable? Why? 
12). Importance and real meaning of the Mis- 
souri struggle. VonHolst says, "At the 
last moment in the night between the 2d. 
and Sd. of March, 1820, free labor and the 
principle of nationalty yielded to slavery and 
the principle of state sovereignty, [two prin- 
ciples which] involved the weal and the w^oe 
of the repubhc, [for from that night] party 
history is made up without interruption [on 
geographical lines]. " Explain. 
13). Was it possible for ihe states to remain 
united under a system of slave jy? Your 
reasons. 



80 OUTLINE GUIDE TO AMERICAN HISTORY. 

Macdonald's Doc. 219. Channing 381-5. Sheldon 241-2. 
Epochs II. 236-41. Montgomery 285-91. McMaster 274-7. 
Piske 300-4. Gordv 257-9. Thomas 189. Johnston 204. An- 
drews I. 245-8. Rhodes I. 30-41. Burgess I. 65-107. Coffin 
Bldg. Nat. 243. Greeley Am. Conf. I. 74-80. Schouler III. 
133-89. Johnston's Politics 94-7. Von Hoist 1.324-81. Schurz', 
Clay I. ch. 8. McMaster Hist. People IV. ch. 39. Hildreth 
V. 498-506; 627-44: VI. 613-86. Bryant IV. ch. 11. Blaine, 
Twenty Years I. ch. 1. 



21. The tariff oe 1824. 

a. Reasons for reviving the question. Did it ef- 
fect the campaign? Reasons ? 

b. Note the change in opinions and give reasons. 

c. Did England's adoption of protection in 1815 
affect us ? 

d. Explain the vote on it. 

House majority 5; senate 4. Navigating and 
fishing states, ( Massachusetts, New Hampshire, 
Maine) 22 to 3, against the tariff' Manufactur- 
ing states, (Rhode Island, Connecticut,) 7 to 1 
in favor. Grain growing states, (Vermont, 
New York, New Jersey, Pennsylvania, Dela- 
ware, Kentucky, Ohio, Indiana, Illinois, Mis- 
souri) 92 to 9 in favor. Tobacco and grain state, 
(Maryland, J 6 to 3 against. Cotton and grain 
state (Tennessee,) 7 to 2 against. Tobacco and 
cotton states, (Virginia, North Carolina, South 
Carolina, Georgia, Mississippi, Alabama,) 54 
to 1 against. Sugar and cotton state (Louisi- 
ana, ) 3 against. (Schurz's Clay I. 219). 

e. Note secession sentiments, — how received. 

Channing- 385-6. Montg'omerv 296. Fiske 306-7. Epochs II. 
247-8. Burgess 108-16. Schurz's Clay I. 212. Thomas 191. 
Taussig's Taiiff History of the U. S. Johnston's Politics 100. 
Schouler II. Hildreth VI. Schurz's Clay I. 202-35. (See 
indexes.) 



22. Lafayette's visit. 

a. What changes must he have observed? 

23. The election of 1824. 

a. Candidates and principles. 



OUTLINE GUIDE TO AMERICAN HISTORY. 81 

b. Why called the -'scrub race*"? 

c. What was the corrupt bargain? What would 
you have done if vou had been Adams or 
Clay? 

24. Events under Adam's administration, 
a. Review Panama congress. 

b. 'Internal improvements. What sections 
favored them? Why? 

c. Foreign relations. 

d. Principle involved in the dispute with Georgia 
over Indian lands. 

e. Why was not more done under Adams? 

Channing- 386-92. Montgomery 296-302. Epochs II. 245-56^ 
McMaster 279-303. Fiske 304-7." Thomas 186-7: 191-4; 197-8. 
Burgess 131-44. Lodge's Webster 129-71. Johnston 205-6. 
Schurz's Clay T. 168-71: 234. Sumner's Jackson chs. 4. 5. 
Schouler III. 293-450. Bryant IV. 233-92. Von Hoist I. 421- 
58. Johnston's Politics 102-7. 

f. Tariff of 1828. 

1). Why called the "tariff of abominations?" 

2). Why called a "political job " ? 

3). Calhoun's exposition. — Give the chief argu- 
ments. Compare with Calhoun's previous 
stand. Bismarck says consistency is a mark 
of littleness. Do vou think so? 

25. The election of 1828. 

1). Candidates and xDrinciples. 

2). Why called the "triumiDh of the people"? 

3). Explain this statement of the Penns^^lvania 
people. — "If a link in the chain of secretary 
dynasties be not broken now, then may we be 
fettered by it forever." 

4). Explain "sovereignty of the people." 

Channing 393-6. Epochs II. 257-8; III. 19-2 L; 48-9. Mc- 
Master 301-3. Schouler III. 420-6: 409-39: IV. 185. Am. Hist. 
Leaf. No. 30. Montgomery 305-7. Fiske 305-8. Thomas 199- 
200. Johnston 211-13. Johnston's Politics 107-8. Macdon- 
ald's Doc. 231, 234. ( See indexes. ) 

26. Stage of development, 1830. 

a. Significance of Jackson's election. 

b. Population and area of United States. 



82 OUTLINE GUIDE TO AMERICAN HISTORY. 

c. Influence of slavery. 

d. Transportation. Effect of good roads on civil- 
ization. 

e. Inventions. 

f . Education ; religion ; temperance. 

g. Development of parties. 

Channins- 399-413. Epochs II. 259-62: III. 2-16. Schoiiler 
IV. 112, 121-31: 265; III. 346. Thomas 209-16. Johnston 214- 
25. Gordy 272-3; 278-80. Fiske 314-7. Morse's Lincoln I. 
chs. 1-3. Bryant IV. 311-5. "' " -—■- 



27. Period of critical change, 1829-1841. 

a. Jackson, — character; public experience; 
causes of his success. 

b. The "spoils system," — nature of and reasons 
for. 

c. Make a list of things up to 1830 which had 
caused sectional divergence, and give reasons. 

d. The public land question. 

1). Foot's resolution, — its real significance. 
2). Why should the south and west unite ? 
3). The Webster-Hay ne debate. 

a. Which had the best side historically? 
Which from other standpoints? 

b. Why has this debate been called the 
formal opening of the Civil War? 

Epochs III. 23-48. Channing 413-8. Schouler III. 451-61; 
482-8. Am. Hist. Leaf. No. 30. .lohnston's Orations I. 233-302. 
Rhodes I. 4. Montgomery 307-10. Fiske 308. Thomas 202-4. 
Johnston 225. Gordv 265-6: 269. Lodge's Webster ch. 8. 
Winsor VII. 281-90. Higginson 431-55. Bryant IV. 296-311, 
ch. 12. Schouler HI. ch. XIII. sec. 1. Johnston's Politics 
109-11. 



e. The tariff of 1832. 

1). Review previous tariffs. 

2). Why did not the south start manufactures? 

3). Why did the south object to the tariif of 

1832? 
4). Does it make any difference to you to know 

that three-fourths of the agricultural ex- 



OUTLINE GUIDE TO AMERICAN HISTORY. 83 

ports and three-fifths of all the exports 

came from the sonth? 
5). South Carolma's nallification. 

a). Which is worse, nullification or seces- 
sion? Why? 

b). What would always be the necessary 
outcome of nulhfication? 

c). Give the basis of Calhoun's doctrine and 
some of his arguments. 

d). The method pursued by South Carolina 

e). Cause and effect of Jackson's re-election. 

f). Jackson's proclamation and its execu- 
tion. Suppose he had been governor of 
South Carolina? 

g). The ''Force Bin". 
6). The compromise of 1882. 

a). Terms. 

b). Who came out ahead? 

c). Suppose they had not compromised? 

d). Did this settle the question? 

Macdonald's Doc. 239-55: 268, 284. Epochs III. 49-68. Chan- 
uino- 418-23. Rhodes I. 43-53. Schouler III. 498: IV. 89, 102. 
Johnston's Orations IV. 202-37: III. 248-355: 448-505. McMaster 
304-5. Burgess 170-89: 220-41. Greeley's Am. Conf. I. 81-8; 
93-102. Andrews I. 351-4. Am. Hist. Leaf. No. SO- Montgom- 
ery 314-6. Fiske 308-12. Thomas 205-7. Johnston 229-31. 
Gordy 267-71. Sheldon 238-41. Schurz's Clay II. ch. 14. 
Jotmston's Politics 114-22. Lalor's Cyclopaedia III. 861. 
Lodge's Webster chs. 6-7. Loring's Nullification. Sumner's 
Jackson chs. 10. 13. 



Financial questions, 1829-1841. 
1). The bank question. 

a). Why was not the first bank re-chartered? 

b). Second bank, — by whom, when, and why 
chartered? 

c). Arguments for and against its constitu- 
tionality. 

d). Reasons for Jackson's hostility. Ex- 
plain his veto statement, June, 1832, that 
it was "an unnecessary, useless, expen- 
sive, un-American monoply, always hos- 
tile to the interests of the people, and 



84 OUTLINE GUIDE TO AMERICAN HISTORY. 

possibly dangerous to the government 
as well." 
e). Effect of the campaign of 1832. 
f). Removal of the deposits, 
g). Distribq.tion of the surplus. 
(1). What is a surplus? 
(2). Effect,— "Pet Banks"; "Wild Cat 

Banks". 
(3). Note Jackson's reply to the censure 
by the Senate. 
2). The "Specie Circular", 1836. 
3;. Cause and effect of Van Buren's election. 
4). The panic of 1837. 

5). The "independent" or "sub-treasury" 
scheme, 
g. W^hy is Jackson's administration called a reign? 
h. Why is VanBuren's administration called an 

"appendix" to Jackson's? 
i. Reasons for the Democratic defeat in 1840. 
1). Why was the sub-treasury bill repealed? 
2). Effect of Harrison's death. Why had they 
put Tyler in for vice-president? 
j. Why was the treasury bill passed asrain under 
Polk in 1846? 
1). What system do we have now? Reason for 

the tariff change 1846. 
k. Character of the Jacksonian period. 

Epochs III. 69-101: 115: 133-9; 151. Channing 128-38: 451. 
McMaster 305-12. Schouler IV. 41: 132-70: 257: 276-90: 324-40: 
372. Bur2-ess 190-209: 278-88. Montg-omerv 319-329; 334-6: 355. 
Am. Hist." Leaf. No. 24. Thomas 205: 219-23. Gordv 271-2: 
275-8. Johnston 226: 2.33-5: 239. Fiske 3L2: 317-20. McMaster 
307-12. 315-6. Schurz's Clay I ch. 13: Il.chs. 15,18. Schouler 
IV. ch. 13 § 3. ch. 14. Lalor's <:^yclopaedia I. 201. Sumner's 
Jackson chs. 11, 13. Johnston's Politics 123-30. Macdonald's 
Doc. 238: 259-61: 274-84: 289-304: 306-333: 358. 



General topics 1837-1842. 
a. Foreign affairs 

1). Canadian rebeUion 1837. 

2). Relations with the West Indies and 
Prance. 



OUTLINE GUIDE TO AMERICAN HISTORY. 85 

3). Webster-Ashburton treaty, 1842. 
4). Treaty with China, 1844. 
b. Home matters. 
1). The Indians. 

2) Tariff of 1842. Note nature of. 
3). Dorr's rebellion, — real meaning. 
4). Anti-rent riots,— real meaning. 
5). The Mormons. 

Epochs III. 36-S; 53-4: 100: 84-6: 140: 161. Gordy 282-3. 
Channing 427-8: 438-40. Fiske 320-1. Thomas 223-32. Mont- 
oomery 329-31; 336-8. Johnston 244-6; 240. McMaster 316-7. 
Macdonald's Doc. 335. ( See indexes. ) 



28. Material development 1830-40. Compare with 
1830. Compare North and South. 

a. Transportation. 

b. Inventions. 

c. Manners and customs. 

d. Corporations and labor organizations, — cause 
and effect. 

e. Intellectual conditions. 

f. Political conditions. 

1). Extension of the suffrage, — reasons for. 
2). Parties. 

Epochs III. 102-14. Montgomery 316-8; 332-3. Thomas 229- 
30. Johnston 243-4; 247 9. Gordy '281-3. Eggleston 271-5. 
SheldoQ 245-55. Morse's Lincoln I. chs. 1-3. Roosevelt's 
Benton chs. 1-3. Br v ant IV. 311-15. Higginson's 398-422. 
Draper's Civil War I. 174-83. 



29. Slavery 1830-1840. 

a. Did the abohtionists discover the evil of 
slavery '? 
- b. Study these extracts. 

1). J. Q. Adams, 1820, wrote, "Slavery is the 
great and. foul stain upon the North Ameri- 
can Union, and it is a contemplation worthy 
of the most exalted soul whether its total 
abolition is or is. not practicable. * * If 
slavery be the destined sword in the hand 
of the destroying angel which is to sever 



86 OUTLINE GUIDE TO AMERICAN HISTORY. 

the ties of this Union, the same sword will 
cut in sunder the bonds of slavery itself." 
(From Northwestern Monthly VIII. No. 8). 
2). Hayne, March, 1826, said, "The question of 
slavery is one, in all its bearings, of extreme 
delicacy. ^ * It must be considered and 
treated entirely as a domestic question. * * 
To dare to assail our institutions, is wanton- 
ly to invade our peace. Let me solemnly 
declare, once for all, that the southern 
states never will permit, and never can 
permit any interference whatever in their 
domestic concerns; and that the very day on 
which the unhallowed attempt shall be 
made by the authorities of the federal gov- 
ernment, we will consider ourselves driven 
from the Union. " (Ibid.) 
3). Reid (Georgia), 1819-21, "[Slavery] is a fixed 
evil which we can only alleviate. Are we 
called upon to emancipate our slaves ? I 
answer their welfare — the safety of our 
citizens forbid it. [If you refuse] the hum- 
ble, the decent, the reasonable prayer of 
Missouri, is there no danger that her re- 
sistance will rise in proportion to your op- 
pression?" 
4). Whitman (Massachusetts): "Why may we 
not continue in this way, admitting [free 
and slave states in pairs]. (Northwestern 
Monthly VIII. No. 7.) 
5). Lee's U. S. History (Southern p. 289.) 
"Abolition newspaj)ers and documents 
were. published in the Northern States, 
filled with false representations of the 
wretched condition of the slaves and ac- 
counts of the cruelty of their masters." 
c. Effect of slave raising industry. Mr. Mercer 
of Virginia, 1829 said, "The tables of the 
natural growth of the slave j)opulation demon- 
strate, w^hen compared with the [actual] in- 
crease of its numbers in the commonwealth 
for 20 years past, that the annual revenue of 



OUTLINE GUIDE TO AMERICAN HISTORY. b{ 

not less than a million and a half dollars is de- 
rived from the exportation of a part of this 
population.'* (Ibid.) 

d. Economic and social effect of slavery. Geo. 
Mason of Virginia said, "Slavery discourages 
arts and manufacturies. The poor despise 
labor when performed by slaves. Thej^ pre- 

-vent the immigration of whites, * * they pro- 
duce a pernicious effect on manners. Every 
master of slaves is born a petty tyrant. They 
bring the juds^ment of heaven on a country." 
(Epochs III- 120.) 

e. Effect of the Nat. Turner and other insurrec- 
tions. 

f. Anti-slavery newspapers, pamphlets. 
1). Garrison and his methods. 

2). Laws against incendiary literature. Post- 
master-General Amos Kendell said, "We 
owe an obligation to the laws, bat a higher 
one to the communities in which we live, 
and if the former destroy the latter, it is 
patriotism to disregard them.'* (North- 
w^estern Monthly VIII. 8.) 

g. Note the extension of Missouri on the North- 
west, 1836 Was it legale 

h. Northern and southern view of abolitionists. 
i. Slavery petitions. 

1). The gag laws. Why called a strategic 
blunder? Were they constitutional? Com- 
pare with the action in Washington *s ad- 
ministration. 

2). John Quincy Adams, 
a). His motives, 
b). Was he an abolitionist ? Your reasons. 

3). Why should Calhoun call the petitions "a 
foul slander on nearly one- half the states 
of the Union"? 

4). Why should Buchanan of Pennsylvania, 
say "Let it once be understood that the 
sacred right of petition and cause of the 
abolitionists most rise or fall together, and 
the consequence may be fatal."? 



88 OUTLINE GUIDE TO AMERICAN HISTORY. 

5). Calhoun said, "[Each race has improved un- 
der slavery. The petition agitation has 
opened the eyes of the south]. Many in the 
south once believed that it was a moral and 
political evil; that folly and delusion are 
gone; we see it now in its true light and 
regard it as the most safe and stable basis 
for free institutions in the world. " (North- 
western Monthly). 

j. Name the leading abolitionists and give ex- 
tracts from their remarks. 

k. Effect of Enghsh abohtion, 1833. 

1. The churches and slavery. 

m. Legal status of slavery to 1840. 

Epochs 117-132. Channing 423-7. Johnston's Orations II. 3. 
Schouler IV. 202-228: 29b-302. Garrison's Liberator. Bur- 
g-ess 212-77. McMaster 312-5. Andrews II. 3-21: 48-56. Coffin's 
Bldg. Xat. 282-315. Montgomery 311-4. Am. Hist. Leaf. No. 
10. Johnston 223, 236, 331, 338. Thomas 217-8: 223. Gordy 
286-9. Fiske 322-5. Shekl on 242-4. Johnston's Politics 131-2; 
149-56. Wilson's "Rise and Fall of Slave Power" II. ch. 27. 
Comte de Paris, Civil War I. 76-89. Draper's Civil War I. 
chs. 16, 17, 25 Jefferson Davis, Confederate Government I. 
ch. 1. Rhodes I. ch. 4: p. 38-75. Greelev's Am. Conf. I. chs. 
9-11, 13. Bryant IV. ch. 13. Goldwin Smith's U. S. 221-33. 
Schurz's Clav II. chs. 17, 21. Von Hoist II. 120-46. Macdon- 
ald's Doc. 304, 333. 



Reading. — Lowell, "'Ode to William Lloyd Garrison." 
W^hittier, "Voices of Freedom." 

30. Expansion of slave area. 

a. Reasons why more territory was wanted and 
possible ways of getting it. 

b. Annexation of Texas. 

1). Relations between Mexico and Texas. 

2). Reasons for and against annexation. 

a). Clay 1820,— "We want Florida * "^ or 
more correctl}^ we want nobody else to 
have it. * * It must certainly come to 
us * * [it] cannot escape. Texas may. 
[Value of Florida chiefly militarj^]. In 
our hands it [Texas] will be peopled by 
freemen, - ^ carrying with them our 



OUTLINE GUIDE TO AMERICAN HISTORY. 89 

language, our laws and our liberties. In 
the hands of others it may become the 
habitation of despotism * * ,*' (Annals 
Cong. XXXVI. 1728.) 

b). Clay, 1836, objected to the recognition of 
of Texas till we knew that she had a 
working government. (Mies Reg. L. 
315). Compare with Hawaii and Cuba. 

c). Clay, 1843, said that British seizure of 
, • Texas would be less generally opposed 
by the world than United States annex- 
ation because the motive assigned the 
United States "with too much justice 
would be that of propagating, instead 
of terminating sla.very." 

d). Clay, 1847, said he had opposed annexa- 
tion because the United States would be 
looked upon "as actuated by a spirit of 
rapacity and an inordinate desire for 
territorial aggrandizement." Explain. 

e). Massachusetts legislature, 1844-5, re- 
solved "That the project of annexation 
of Texas, unless arrested on the thres- 
hold, may drive these states into a dis- 
solution of the Union. "' "As the powers 
of legislature granted in the Consti- 
tution of the United States to Congress 
do not embrace the case of the admis- 
sion of a foreign state, or foreign 
territory, by legislation, into the Union,, 
such an act of admission would have no 
binding force whatever on the people 
of Massachusetts. (Quoted in North- 
western Monthly VIII. 6.) 

f ). What was meant by re-occupation ? 
3). Effect on the campaign of 1844. 

a). Object and meaning of the cry "54^' 40' 
or fight." Review our claims to Ore- 
gon and account for the final outcome. 
4). Method of annexation. Reason for this. 

a). Clay recognized Mexico's shortcomings, 
but denounced the President's un- 



90 OUTLINE GUIDE TO AMERICAN HISTORY. 

reasonable demands and his want of dig- 
nity and temper in the unseemly haste 
with which he broke off negotiations 
with that country. (Globe VI. 299). 
Significance of this. 

c. The Mexican war. 

1). Steps taken by Polk. 

2). Causes, — real and alleged. 

a). Explain the boundary dis^Dute. In 1850, 
Clay urged the contraction of Texas 
because of the incongruity, both in peo- 
ple and soil between that district and 
New Mexico. Did they think of this in 
1844? Why? 
b). Can you justify Polk's message, — "War 
exists, notwithstanding all our efforts to 
avoid it, by the act of Mexico herself. 
Mexico has passed the boundary of the 
United States, has invaded our territory, 
and shed American blood on American 
soil.*' 
c). Lincoln's "spot resolutions*', — meaning 

of? 
d). Mexico's view, — "The * * ambition of 
the United States, favored by our weak- 
ness caused it."' 
3). Prove that our government was determined 

to have more than Texas. 
4). Object and result of the chief war campaigns. 
5). Terms of the treaty. 

6). What section of the United States sent most 
troops ? Why ? 

d. The Wilmot Proviso. Why was it "at once a 
symptom and cause of profound political 
change?" 

e. Note secession sentiments 1840-50. 

f. Presidential campaign, 1848. Free soil party. 

Macdonald's Doc. 343. 365. Epochs III. 133-60. Chaiining 
443-55. Montgomerv 293, 339-56. McMaster 320-35. Schouler 
IV. 247, 302. Bui-gess 289-339. Coffin '8 Bldg. Nat. 291-350. 
Greeley I. 147-90. Andrews II. 21-9. Sheldon 256-75. Thomas 
232-43. Fiske 325-8. Gordy 285-6: 290-3.^ Johnston's Pohtics 
145-55. Winsor VII. 510, 550-61. Brvant IV, 77-90: 364-85. 



OUTLINE GUroE TO AMERICAN HISTORY. 91 

Rhodes I. 75-87. Draper's Civil War I. eh. 22. Blaine, 
Twenty Years I. chs. 2, 4. Schiirz's Clay II. chs. 24, 25. 
Wilson's Slave Power I. chs. 42. 45: II. chs. 2. 3. 



31. Slavery in the territories. 

a. Note- the effect of pohtical and economic 
changes. 

1). Dorr's Rebelhon. 

3). Anti-rent riots. 

3). Inventions and improvements. 

4). Discovery of gold. 

b. Cause and effect of immigration. 

€. Compare the legal status of slavery in the 
Mexican cession witli that in Texas or the 
Louisiana purchase. 

d. What did Clay mean by saying slavery was 
excluded by nature? 

e. Position of Calhoun, Seward, Chase, and Web- 
ster on slavery in the territories. 

f. Taylor's policy. 

Epochs III. 161-8 . Channing 455-9. Montgomery 355-62. 
Schouler V. 142. Burgess 340-64. Coffin Bldg. Nat. 353-62. 
Johnston's Politics 157-60. Gordv 294-7. McMaster 334-8. 
Sheldon 276-80. Johnston 261-2: 265. Fiske328-i). Rhodes I. 
111-20. Greeley's Am. Conf. I. ch. 14. Blaine's Twenty 
Years I. ch. 4. Lalor's Cyclopaedia III. 1114-8. Von Hoist 
III. chs. 11-14. Sohurz's Clav II. ch. 25. Schoiiler V. ch. 18 
sec. 3. Thomas 244-8. 



Reading.— Whittier, "Angels of Buena Vista." Eggleston, 
^'The Circuit Rider."' Hale"s "Stories of Invention." Wash- 
ington Irving's "Astoria." Century Magazine, Nov., Dec, 
1890. on California life. Discovery of Gold in California, Lib. 
Am. Lit. V. 464. 

g. Tlie compromise of 1850. 
1). Questions to be settled. 

2). Study these extracts and give reasons for 
the different opinions. 

a). Seward, (New York,) March 11,— [The 
question is,] "Whether the Union shall 
stand, and slavery under the stead}^, 
XJeaceful action of moral, social, and 
political cause, be removed by gradual 



92 OUTLINE GUIDE TO AMERICAN HISTORY. 

voluntar}^ effort and with compensation, 
or whether the Union shall be dissolved 
and civil war ensue, bringing on violent 
but complete emancipation". (North- 
western Monthly VIII. 8.) 

b). Rhett '(South Carolina).— [The United 
States] "are tenants in common, or joint 
proprietors and co-sovereigns over them 
[the territories]. * - [The citizen] is not 
responsible to any of the co- sovereigns 
for the nature of his property." 

c.) Webster (Massachusets), — "We cer- 
tainly do not prevent them [southern 
men] from going into these territories 
with what is in general law called prop- 
erty. But these states l^^ave by their 
local laws created a property in persons 
and they can not carry their local laws 
with them." (Ibid.) 

d.). Clay (Kentucky), — "What more do you 
want? You have got what is worth more 
than a thousand Wilmot provisos. You 
have nature on your side—fact upon your 
side — and this truth staring you in the 
face, that there is no slavery in these 
territories". Globe App.XXII,Pt.l,p 116. 

e). Clay (Kentucky), — "All that you can get 
'* '!" is action north of that line and non- 
action as regards slavery south of that 
line." 

f). Davis (Mississippi), — ^"Isa measure in 
which we of the minority are to receive 
nothing a measure of compromise? - ^ 
Never will I take less than the Missouri 
compromise line extended to the Pacific 
Ocean, with the * ^ right to hold slaves in 
the territory below^ that line". (Globe 
XXI.) Why did Clay reply that nothing 
could induce him to vote for this? 

g). Clay, — " What, sir, is there nothing done 
for the south when there is a total 
absence of all congressional action on 



OUTLINE GUroE TO AMERICAN HISTORY. 93 

this delicate subject of slavery" [and the 
field left open when they shall become 
states?] (Globe App. XXII,Pt. 1, p.613.) 
Why did Clay call it a mere sentiment 
with the north? 

h). Webster (Massachusetts), — "What right 
have they [the North] * * to embarass 
the free exercise of the rights secured 
by the Constitution to the persons whose 
slaves escape from them? None at all". 
(Quoted in Sheldon, p 292.) 

i. Seward (New York), — "I deny that the 
Constitution recognizes property in man. 
* ^ But there is a higher law than the 
Constitution". (Ibid.) 

j). A. H. Stephens (Georgia), in a letter to 
his brother, — ''When I look at the causes 
of the present discontent, I am persuaded 
there will never again be harmony be- 
tween the two great sections of the 
Union. ^ * If I were now in the Legisla- 
ture, I should introduce bills [providing 
for] the militia, - * a military school, ^ ^ 
volunteer companies, * " arsenals, an 
army, and an establishment for making 
gunpowder. In these lies our defense 
[against the aggressions of the north]. " 
(Northwestern Monthly VIII, 8.) 

k). Clay, — "[SupiDOse the Union dissolved,] 
will you be able to push slavery in the 
territories ? The North would be in pos- 
session of the army and navy. Would it 
restore it in the District of Columbia? 
Would vou get more fugitives "? (Globe 
App. XXII.) 

1). Clay *s final speech before the vote, — "We 
have no Africans or Abolitionists in our 
numbers — no dis-unionists or Free-soil- 
ers, no Jews or Gentiles". (Globe App. 
XXII. Pt. 2, p. 1898.) 

m). Clay said, — "[If w^e go home without 
doing anything] * * will not the mon- 



94 OUTLINE GUIDE TO AMERICAN HISTORY. 

archs of the Old World pronounce our 
glorious Kepublic a disgraceful failure? 
* * if defeated, it will be a triumph of 
ultraism and impracticability, * * a vic- 
tory won by abolitionism * ^ [and] Free- 
soilism ; the victory of discord and agi- 
tation over peace and tranquility, [while 
its acceptance would be] the re-union of 
the Union". (Ibid.) Explain. 

n). Explain the Senate vote: Utah, July 12, 
majority of 18; Texas, August 9, 30 to 
20; Cahfornia, August 13, 34 to 18; New 
Mexico, August 15, 27 to 10; Fugitives, 
August 23, 27 to 12; Slave trade, Sep- 
tember 16. 33 to 19. 

o). Hale of New Hampshire, — "Let me tell 
you there is no peace to those who think 
they have successfully dug the grave in 
which the hopes, the rights, and the inter- 
ests of freedom have been buried. (Ibid.) 
3). Which side got the better of if? Your 

reasons. 
4). What does it signify that only four or five 

men voted for all the measures? 
5). Results. 

a). Would it have been better not to com- 
promise? Your reasons. 

b). The under-ground railroad. 

c). Personal liberty bills, — had they been 
passed before? What principle do they 
represent or violate? 

d). Real meaning of the fugitive slave law. 
Was it a good thing for the South? 

e). Note the change in the basis of the 
southern position and account for it. 

f). ^Vhy could a writ of habeas corpus " be 
denied a fugitive slave and not his res- 
cuer? 

g). Cause and effect of "Uncle Tom's Cabin". 

Epochs III. 161-78; 181. Charming 455-64. Montg-oraery 343- 
5; 362-9. Schouler V. chs. 19, 20. Rhodes I. 104-229. Schurz's 
Clay II. ch. 26. Coffin's Bldg. Nation 387-424. Greeley 198- 



OUTLINE GUIDE TO AMERICAN HISTORY. 95 

210. Andrews II. 30-7. Burg-ess 366-75. Gordy 297-300. 
Sheldon 291-9. McMaster 339-43. Lodga's Webster 264-332- 
Wilson's Slave Power ch. 26. Thomas 249-56. Fiske 337-40. 
Johnston 266-7. Johnston's Politics 158-63. Johnston's 
Oration's II. 123-219. Blaine's Twenty Years I. ch. 5. 
Bryant IV. ch. 15. Draper I. ch. 23. Von Hoist III. chs. 15, 
16;IV. cb.I. Lodge's Webster ch. 9- A. H. Stephens II. 
Colloq. 15, 16. Lives of Clay, Webster, Calhoun, Davis, 
Chase, etc. Macdonald's Doc. 378-90. 

Reading. — Whittier's ''Ichabod''; "The Lost Occasion"; 
"Song- of Slaves in the Desert"; Rendition of "Anthony 
Burns", etc. Longfellow's "Slave's Dream"; "The Wit- 
nesses"; "The Quadroon Girl", etc. Lowell's "The Present 
Crisis'"; "The Bigelow Papers"; The Capture of Fugitives 
near Waseington." Stowe's "Uncle Tom's Cabin": "Dred". 
Harris's "Uncle Remus". 

32. The cami:)aign of 1852. 

a. Why did the two great political parties pledge 
themselves to resist the discussion of slavery 
"whenever, however and wherever made?" 

b. Platforms of the Free Soil and the American 

parties. 

c. Effect of the deaths of Calhoun, Clay and 
Webster. 

33. The Kansas-Nebraska Act. 

a. Necessity for a bill. 

b. Its author and his motives. 

c. Its provisions, — reasons for agitating the 
slavery question here. 

d. Was it constitutional ? Expedient? 

e. Why did Sumner rejoice over the act ? 

f. Why did the indeiDendent democrats call it "a 
gross violation of a sacred pledge", and "a plot 
to exclude immigration from the Old World"? 

g. The cause and meaning of Brook's assault on 
Sumner. 

h. What was the weak point in the bill ? 
i. The struggle for Kansas. 
1). Advantages of each side. 
2). "Collections were taken up in the churches 
[northern] to buy rifles, w4iich were term- 
ed 'Kansas Bibles'." Why? 
3). What was the objection to the LeCompton 
constitution ? 



96 OUTLINE GUIDE TO AMERICAN HISTORY. 

j. Results. 

1). Compare with previous acts. 
2). Effect on political parties. 

Epochs III. 178-88: 199-200. Channing- 46^-71. Sheldon 
299-304.- Macdonald"s Doc. 395-416: 435. Am. Hist. Leaf. Xo. 
17. Johnston's Orations III. 3-87. McMaster 346-54: 357-8. 
Andrews II. 38-47. Thomas 253, 256. 260-3. Montgomery 
369-80. Fiske .340-4. Gordv 303-6. .Johnston 274-7. Burgess 
376-448: 460-74. Rhodes ^ I. 278: 424. Schouler V. 240. 
Greelev I. 224-51. Coffin Bldg. Xat. 407-17. Draper I. ch. 
24. Brvant IV. 405-9. ch. 16. Blaine. Twenty Years I. ch. 6. 
Davis, Confed. Govt. I. 26-9. Stephens II. 240-57. Wilson's 
Slave Power II. chs. 30. 35. Johnston's Politics 165-78. 



Reading. — Whittier's ''Kansas Emigrants.'" 

34. Territorial aggrandizement. 

a. Gadsden purchase, 1853. 

b. Ostend manifesto, 1854. In view of the Sj)an- 
ish war, 1898, would it have been better to 
have taken Cuba in 1854? 

c. Buchanan's views, 1859. 

35. Campaign of 1856. How would vou have voted? 
Why? 

36. Dred Scott decision, l.'^5/. 

a. Basis on which Scott claimed his freedom. 

b. Questions discussed by the Supreme court. 

c. Could slaverv now be taken into the states? 
Why? 

d. Real significance. 

37. Lincoln and Douglas debates. 

a. Time and purpose, b. Principal arguments. 
c. Results. 

Macdonald's Doc. 390. 405, 416. Am. Hist. Leaf. Nos. 2. 
23. Epochs III. 188-202. Channing 471-6. Andrews I. 264- 
78. II. 63-4. Thomas 257-60: 264-5. McMaster 354-6: 358. 
Fiske 344-9. Gordv 301-2: 310-2. Montgomery 380-5; 389. 
Johnston 273. 278. 286-8. Greelev I. chs. 18-20. Bryant IV. 
424-32. Von Hoist VI. ch. 1. Wilson's Slave Power II. ch. 
39. Johnston's Politics 179-86. 



38. John Brown raid. 

a. Motives and results. 



OUTLINE GUIDE TO AMERICAN HISTORY. 9/ 

b. Compare northern and southern opinions. 

1). "You would suppose that this outrage 
upon one state would be severely blamed 
by all the others [but the abolitionists com- 
pared Brown] to the savior dying for his 
people, while Governor Wise of Virginia 
was likened to Pontius Pilate for allowing 
law and r^ght to be vindicated." (Lee's U. 
S. Histor3-"[southern]1895.) 

2). A South Carolinian writing to Brown's son 
said, "It is impossible not to feel respect 
for men who offer up their lives in support 
of their convictions. ' ' (Sheldon 304. ) 

3). Phillips, — "Actually twenty-two men have 
been found ready to die for an idea. God be 
thanked for John Brown." (Ibid.) 
39. Effect of Helper's "Impending Crisis". 

a. Who was Helper ? His object? 

b. Lee's (southern) history says: "Could fifteen 
sovereign, independent states be expected 
quietly to submit to the tyranny and subjuga- 
tion fore-shadowed in this publication! And 
yet the leaders of the North, Messrs. Sew- 
ard, Chase, Greeley, Colfax and their coadju- 
tors endorsed Helper's book." Written in 
1895, — significance. 

c. Rhodes says if the poor whites could have read, 
slavery would have been doomed. Why ? 

'' ChanniDg- 47(5-8. Lee 336. Epochs 202-4. McMaster 359. 
Andrews III. 61-2. Burgess 449-59. Greeley's Am. Conf. I. 
279-99. Coffin, Bldg. Nat. 460-7. Shouler'V. 410. Rhodes 
II. 314. Thomas 268. Sheldon 304-8. Fiske 349. Gordy 
312-3. Johnston 289. Johnston's Politics 87. Montgomery 
390-1. Von Hoist VI. ch. 1. Wilson's Slave Power 11. chs. 
39,^45, 46. 



Reading.— Whittier's ''John Brown of Ossawatomie 
40. Condition of the country in 1860. 

a. Population and its distribution. 

b. Immigration and its results. 

c. Inveations and improvements. 

d. Transportation and improvements. 



5 5 



98 OUTLINE GUIDE TO AMERICAN HISTORY. 

e. Compare the North and South. 
1). Condition of tlie workins: men. 
2). Cities. 

3). Industries. 

4). Mental activity. 

5). Importance of the fact tha.t in 1860 there 

were four milhon slaves and one-half million 

free negroes. 

f. Finances. 

1). Review policy since 1840, — tariffs of 1842, 

1846, 1857. 
2). Stringency of 1857. 

Charming 4S1-93. McMaster 365-77. Andrews II. 66-74. 
Coffin, Bldg-. Nat. 468-75. Greelev's Am. Conf. I. 21. Thomas 
266-7. Sneldon 308-14. Gordy 306-10. Johnston 268-9; 271-2; 
280-5. Montgomery 385-8. Ropes, Civil War, I. chs. 7, 8. 
Blaine's Twenty Years I. ch. 14. Jefferson Davis, Confed. 
Gov't. I. Pt. 4, 301-11: 471-83. A.H. Stephens, War between the 
States I. 446, 646. II. 396. Draper's Civil War I. chs. 26, 29; 
II. chs. 39, 41-5; III. ch. 95. 



Reading:— "My Maryland," Lib. Am. Lit. IX. 506. Long- 
fellow, "The Cumberland". "Siege of Vicksburg" (a 
woman's diary) Century, September, 1885. Holmes' "Union 
and Liberty"; '"Tramp, Tramp, Tramp": '*Rally Round the 
Flag'-. "Sheiidan's Ride" by Read. Bryant's "Death of 
Slavery". Lowell's "Abraham Lincoln"; Commoration 
Ode. "Red, White and Blue". "America". Longfellow's 
"Building of the Ship." 

g. Study these extracts. 

1). Charleston Evening News, — before 1860, — 
"They threaten us with a great Northern 
party, and a general war upon the South. 
If they were not mere hucksters in politics 
— with only this peculiarity, that every man 
offers himself, instead of some other com- 
modity, for sale — we should surmise that 
they might do what they threaten, and thus 
bring out the real triumph of the South, by 
making a dissolution of the Union neces- 
sary." 
2). On the other hand it was said, — " ^ * there 
need be small fear of her secession from the 
North, which has so long stood between her 



OUTLINE GUIDE TO AMERICAN HISTORY. 99 

and ruin. The irritability of our Southern 
friends is evidence of conscious weakness, 
and while that irritability shall continue, the 
danger of dissolution will continue to be far 
distant. - "^ The only real disunionists of 
the country, north of Mason and Dixon's 
line, are the political doughfaces, like Pierce, 
Douglas, and Richardson, and the commer- 
cial doughfaces * * who seU themselves to 
the South for those objects on which South- 
ern madmen now are bent. " (Quoted North- 
western Monthly VIII, 8.) 

3). From an address before the Acadeni}^ of 
Science at New Orleans, — "The institution 
of slavery operates by contrast and com- 
parison ; it elevates the tone of the superior, 
adds to its refinement, allows more time to 
cultivate the mind, exalts the standard in 
morals, manners, and intellectual endow- 
ments, operates as a safety valve for the 
evil disposed, leaving the upper race power, 
while it preserves from degradation, in the 
scale of civilization, the inferior, which we 
see is their uniform destiny, when left to 
themselves. [Keeps the lowest class — the 
offensive fungus under control]. * * [History 
furnishes no institution] where so much 
good actually results. ' ' ( Quoted in North- 
western Monthly VIII, 8. ) 

4). Lincoln, February, I860,— ^'What will sat- 
isfy them [the South]? Simply this: We 
must not only let them alone, but we must 
somehow convince them that we do let them 
alone. * - What will convince them? This, 
and this only : Cease to call slavery wrong, 
and join them in calling it right. ^ ^ Think- 
ing it right, as they do, they are not to blame 
for desiring its full recognition as being 
right; but thinking it wrong, as we do, can 
we yield to them ? ' ' (Ibid. ) 

5). The Wisconsin legislature in 1859, because 
the SuiDreme Court of the United States had 



100 OUTLINE GUIDE TO AMERICAN HISTORY. 

reversed a state decision on a habeas corpus 
case, resolved, "That this assumption * * 
is an act of undelegated power, and there- 
fore without authoritj^ void, and of no force 
* * that each [state] has an equal right to 
judge for itself. * ^ That the principle that 
the general government is the exclusive 
judge of the extent of the powers delegated 
to it, stop nothing short of despotism." 
(Ibid.) What does this remind you of? 
What do you think of it? 

41. Campaign of 1860. 

a. Parties and platforms. 

b. Account for the split in the Democratic party. 

c. Why was Lincoln nominated ? 

d. How^ would you have voted? Why? Suppose 
you had lived in Georgia ? 

e. Account for the result. Compare the electoral 
with the popular vote. 

42. Secession. 

a. Why did the South secede on the election of 
Lincoln? Could Lincoln or Congress have 
touched slavery ? Your reasons. 

b. Explain the process of secession in South Car- 
olina. (See Am. Hist., Leaf. No. 12.) 

1). Review previous threats and their effect. 

2). Suppose South Carolina had chosen her 
]3residential electors by popular vote? 

8). Suppose Jackson or Taylor had been pres- 
ident? 

4). Buchanan's attitude. (See Message Decem- 
ber 8, 1860.) 

5). If only one voter in seven in the South was 
a slave owner, how do you account for seces- 
sion to preserve slavery ? 

c. Object of the South in seceding, — real and 
alleged. See opinion of A. H. Stephens, Davis, 
Lee, Greeley, etc. , on legality and advisability^. 

d. Why did the South go so far ? 

1). Compare with Napoleon, Haman in Queen 

Esther, Shylock, etc. 
2). According to a strict construction view, did 



OUTLINE GUIDE TO AMERICAN HISTORY. lOl 

they cleLQand more than the constitution 
allowed? Your reasons. 
3). What else could tliey have done? 

e. Efforts to compromise. 

1). Corwin (Oiiio) Republican, 1861, proposed 
this amendment, passed by the- House, 133 
to 65; senate, 24 to 12,— "No amendment 
shall be made to the Constitution which 
shall authorize or give to Congress the 
power to abohsh or interfere [with slavery 
within any state]." Compare with the 
13th. amendment and accounifor the differ- 
ence. 

f. VonHolst says,— "The Union was not broken 
up because sectional parties were formed, but 
sectional parties were formed -because the 
Union had actually become sectionalized. " 
Explain. 

g. What would have been the possible results of 
successful secession? Why? 

h. Account for the apathy of the North and the 
activity of the South. 

1). At Pittsburg, February, 1861, Lincoln said, 
— '■• ^ ^ there is no crisis but an artificial 
one '^ * such as may be gotten up at any 
time by turbulent men aided by design- 
ing pohticians. ^ * If the great- American 
people only keep their temper on both sides 
of the linel the troubles will come to an end. ' ' 
(Erom Northwestern Monthly VIII, 9.) 
Compare this with his "house-divided- 
against-itself" speech, 1858". 
i. Attitude of the border states, 
j. Organization of the Confederate government. 
1). "Reason for and effect of. 
2). Compare with the constitution of 1787. 
k. Work of the war governors. 
1. What blunders did the South make r 
Northwestern Monthly VIII. 9. Am. Hist. Studies No. 9. 
Preston's Doc. 304-13. Macdonald's Doc. 438-4(5. Am. Hist. 
Leaf No. 12. Sheldon 314-25. Johnston's Orations III. 275- 
93; 211; IV. 39-50. Channing- 493-504. Epochs III. 204-16; 240- 
4; 249-50. Andrews II. 75-94. Schouler V. 454-504. Rhodes 



102 OUTLINE GUIDE TO AMERICAN HISTORY. 

II. 440-56: III. 115-96. Greelev I. 328-417. Thomas 268-74. 
Montg-omerv 391-9. McMaster 360-3: 378-82. Gordy 316-9. 
Johnston 289-95. Johnston's Politics 189-96. Bryant IV. 
482-4. Comte de Paris I. 107-32. A. H. Stephenes I. Colloq. 
IV. 12; II. 18-21. Wilson's Slave Power II. Chs. 43-4: 47-55; 

III. ch. 9. Draper I. ch. 30-3. Blaine's Twenty Years I. 
chs. 8-11: 13. Ropes I. chs. 2-4. Davis's Confed. Gov't. I. 
57-85; 199-226. Lowell's Political Essays 45-74; 118-52. Lives 
of Lincoln, Douo-las, Bell, Chase. Seward, etc. 



43. Lincoln's character and purpose. (See inausfural. 

—Am. Hist. Leaf. No. 18: Old S. Leaf. No. II. j 

44. Fort Suinter. 

a. Reasons for the trouble and results of. 

b. Study this extract. Wendell Phihips, April 9, 
1861, said, — "[The southern states] think that 
their peculiar institutions require that they 
should have a separate government. They 
have a right to decide that question without 
appealing to you or me. * "^ Abraham Lincoln 
has no right to a soldier in Fort Sumter. '' 

c. Why did Lincoln after getting the spoken opin- 
ion of his cabinet March, 15, concerning the pro- 
visioning of Fort Sumter ask on March 29 for 
their opinion in writing'? 

1). Study these replies : Chase (Ohio) first said, 
— " * * If the attempt will so influence civil 
war as to involve an immedia.te necessity for 
the enlistment of armies and the expendi- 
ture of millions, I cannot advise it in the 
existing circumstances of the country and 
in the present condition of the national 
finances." After March 29 he wrote, — " * 
* I am clearly in favor of maintaining Fort 
Pickens, and just as clearly in favor of pro- 
visioning Fort Sumter. " 
Seward (New York) said that if it could be 
done peacefully of course it ought to be 
done. But "the attempt must be made 
with * '■ the military and marine force, 
which would provoke combat, and probabty 
initiate civil war, "in rescue of an untenable 
position, to which he was opposed. 



•OUTLINE GUIDE TO AMERICAN HISTORY. 103 

Mr. Smith wrote, — "Believing that Fort 
Sumter can not be successfuUy defended, I 
regard its evacuation as a necessity. '' 
Mr. Blair (Maryland) felt that it could and 
should be relieved. -'South Carolina is the 
head and front of this rebellion, and when 
that state is safely delivered from the 
authority of the United States it will strike 
a blow against our authority from which it 
will take years of bloody strife to recover * 
* .'■ (Quoted in Northwestern Monthly 
VIII, 9.) 
2). What would you have done, under these cir- 
cumstances, if you had been Lincoln? Why? 

d. Lincoln's proclamation, April 15, 1861. 
1). Read it. 

2). Reason and authority for. 

3). Response to.. 

4). Compare with the Southern proclamation. 

e. Why did Virginia secede? 
1). Suppose she had not? 

2). What states followed her ? 
3). Suppose Lee had stood by the Union? Why 
did he not ? 

Channinff 508-12. Epochs III. 216-8. Sheldon 326-30. 
Rhodes 11^308; III. 357. Am. Hist. Leaf. Nos. 18, 26. Old S. 
Leaf. No. 11. Johnston's Orations III. 16-31. Andrews II. 
95-104. McM aster 381-6. Montgomery 401-6. McMaster 386- 
7. Thomas 277-8. Gordy 322-4. Johnston 295-6. Fiske 356- 
7. Greeley's Am. Conf. I. chs. 26-30. Schouler V. 497-511. 
Lowell's Political Essays 75-91. K. Johnson's Civil War 
chs. 3, 5. Bryant IV. 444-50. Goldwin Smith's U. S. 233-53. 
Ropes, Civil VVar I. chs. 5, 6. Blaine-s Twenty Years. I. 
chs. 13, 14. Wilson's Slave Power, HI. chs. 10-16. Jeffer- 
son Davis, Confed. Gov't. I 263-300, 319-29. A. H. Stephens, 
War between the States II. Colloqs. 18, 20. Biographies of 
northern and southern statesmen. 

45. Sum up the causes of the Civil War. 

46. The war. 

a. Compare the North and South as to 
1). Military strength. 
2). Resources and finances. 
3). Generals, etc. Lee's (southern) history 



104 OUTLINE GUIDE TO AMERICAN HISTORY. 

says, — '-In two respects the South was 
equal to the United States — the abUity and 
character of her officers and the almost 
universal devotion of her people." Prove 
or disprove this and the following, — "The 
contagion of a generous patriotism seized 
the whole people from the Potomac to the 
Rio Grande, and the lowly and the well-born, 
old men and beardless boys, w^ere eager to 
defend their country. The women ^ ^ with 
tears on their faces, but unfaltering courage 
in their hearts, prepared their loved oneste 
join the army. "(Lee p. 363.) " - * maintain- 
ing their trust in God and the righteousness 
of their cause, when their best beloved were 
languishing in i3rison, or dead upon the bat- 
tle field." (Ibid. p. 420) 

b. Wnere was the first fighting? Why "? 

c. The blockade, — object, progress, and effect. 

1). Did cotton prove to be king? Your reasons. 

2). Why did insurance rates rise 900 per cent 
by 1864? Why w^as salt ST. 50 per ton in the 
Bahamas and -SI 700 in Richmond? 

d. Character of the w^ar. 

1). Plan of each side, — offensive or defensive. 
Which is better ? Why ? 

2). Topography of the country. 

3). Where was the principal theatre of the war? 
Why? Study the topography of this region 
and see if it explains the campaigns. 

■ Channing- 513-24. Epochs III. 218-21: 229: 232-3; 239-40; 244- 
50. Dodge's View ll(j-2L: 322-4: ch. Vlli. Greelev's Am. 
Conf. I. 505-1(3. . Montg'omerv 406-9. McMastef 382-3. 
Thomas 279-82. Gordy 320-2. Johnston 297-303. Fiske 352- 
4. Bryant IV. ch. 17. Blaine, Twenty Years I. chs. 15-17, 
Goldwin Smith's U.S. 241-94. Larned V. 3420. 



e. Bull Run. 

1). Reasons for and lessons from, 
b. The Union plan for . the war. Trace each part 

as you proceed, 
s:. The Trent affair. 



OUTLINE GUIDE TO AMERICAN HISTORY. 105 

1). Results. 

a). Lee's (southern) history says, — "For this 
affront to the British flag and violation 
of an international law, Captain Wilkes 
was feted and toasted and received public 
thanks and a gold medal from the House 
of Representatives." Your opinion of 
this, 
b.) Lincoln said, — "We must stick to Amer- 
ican principles. " Explain, 
c). Why did England send troops to Canada? 
2. What are belligerent rights? Compare with 
a recognition of independence. Who makes 
international law? 
3). England's attitude toward the "new nation," 
as Gladstone called it. 
h. The war in the West. 

1). Study the topography of the country. 

2). Object and progess of the campaign. 

3). Importance of the Memphis and Charleston 

Railroad to each side. 
4). Capture of New Orleans, April 18-29, 1862. 
a. Purpose. Why did Lincoln consider the 
Mississippi "the backbone of the rebel- 
lion"? 
5). What is .the situation .in the west after one 
yeaj's fighting? 
i. The Merrimac and the Monitor. 
1). History of. 

2). Suppose the Monitor had been beaten? 
3). Your opinion of the importance of the affair. 
Channing- 524-33. Epochs III. 221-1. Sheldon 331-9. 
Montg-omery 410-21. Dodge's View chs. 4, 6, 10. Johnston's 
Orations III. 65-81. Rhodes HI. 594. Andrews II. 105-29. 
McMaster 387-92, 410-18. Sheldon 331-9. Thomas 282-90. 
Fiske 358-64. Gordy 324 36. Johnston 324-16. Dodge, 
'■Bird's Eye View." Rossiter Johnson, "War of Secession". 
Ropes, Civil War Comte de Paris, Civil War Greeley. 
Life of Lincoln, Draper's Civil War. Jeflferson Davis, Con- 
fed. Gov't. Lossing s ••Field Book". Coffin's ''Boys of '61". 

j. War in the east. 

1). Peninsular campaign, March to August. 



106 OUTLINE GUIDE TO AMERICAN HISTORY. 

a). Purpose. 

b). Why a failure? 
2) .Second battle of Bull Run. 
3). Antietam and Fredericksburg. 

a). Object and results, 
k. Possible lines of attack for the North. 
1). Finish the Mississippi. 
2). Take eastern Tennessee. 
8). Which was the more important? Why? 

Reasons for Bragg 's invasion. 

Channing- 533-7. Epochs III. 22^-6. Montgomery 421-6; 
431. Dodge's View chs. 11-15. Andrews II. 144-07. Mc- 
Master 392-4. Thomas 290-93. Fiske 365-70. Gordy 336-42. 
Johnston 317-23. ( See references above. ) 



Lincoln's slaverj^ policy. 

1). In his inaugural. 

2). His treatment of the ]3roclaination of Hunter 
and Fremont. 

3). Slaves contraband, — when and why?" 

4). Early in 1862 Congress passed this resolu- 
tion pro]Dosed by Lincoln, — "Resolved, That 
the United States ought to co-operate with 
any state which may adopt gradual abolish- 
ment of slavery, giving to each state pecun- 
iary aid * * .'■ (Nortiiwestern Monthly 
VIII. 9.) 

5). May, 1862, District of Columbia act. 

6). June, 1862, territorial act. 

7). July, 1862, authorized seizure of slaves in 
the seceded states. 

8). Emancipation Proclamation, 
a). Why not issued sooner? 

b. By what authority? 

c. Just what did it do? 

d. How did the negroes hear of it and what 

did they think it meant? 
e). Suppose the South had won? 
f). Political, economic, and military results. 
9). December, 1862, Lincoln proposed these 
amendments: — 



OUTLINE GUIDE TO AMERICAN HISTORY. 107 

a). States abolishing slavery before January 
1, 1900, shall receive compensation, be- 
cause it is a property loss and the 
South are no more responsible for its 
introduction than the North; "and when 
it is remembered how unhesitatingly we 
all use cotton and sugar and share the 
profits of dealing in them, it may not be 
quite safe to say that the South has been 
more responsible than the North for its 
continuance. If, then, for a common 
object this property is to be sacrificed, is 
it not just that it be done at a common 
charge?" 

b. Slaves having enjoyed freedom by the 
changes of war shall be free. Disloj^al 
owners shall not be compensated. 

c. Congress may appropriate money for col- 

onizing free colored persons. 
10. Note action of the states. 

1). Why should the 13th. amendment fail to 

pass Congress in the summer of 1864 

and succeed January, 1865? When was 

it ratified by the States? 
12). Was it better to be free in Africa or slave 

in America? Why? 

Channing- 537-540. Old S. Leaf. No. 11. Am. Hist. Leaf. 
No. 26. Northwestern monthly VIII. 9. Sheldon 340-2. 
Epochs III. 226-7. Montgomery 426-31. Andrevys II. 190-9. 
Fiske37L. McMaster 394-6. Sheldon 340-3. Thomas 293-6. 
Gordy 348-51. Johnston 323. Greeley's Am. Conf. chs. 11-12: 
22. Draper II. Ch. 44. Blaine's Twenty Years I. chs. 20-21. 
R. Johnson. Short History, ch. 13. Lalor, Cyclopaedia II. 
76-8:280. Wilson's Slaye" Power, III. chs. 17-41. Comte de 
Paris, Ciyil War II. 7( 6-47. Biogra,phies, Lincoln, Chase, 
Sumner. Ben. Wade. Thaddeus Steyens, Garrison, Seward; 
Preston's Doc. 313. 



m. Capture of Vicksburg. 

1). Necessity for. 

2). Difficulties. 

3). Results. 
n. Chancellorsville. 



108 OUTLINE GUIDE TO AMERICAN HISTORY. 

1). Effect on Lee's movements, 
o. Gettysburg. 

1). Reasons for Lee's invasion. 
2). Result. 

3). Should Gettysburg and Vicksburg have 
ended the war? Why did they not end it? 
4). Wellington said ''a great victory is the sad- 
dest thing in the world, except a great de- 
feat. ' ' Explain, 
p. Attitude of the North toward the war with 

reasons for it, — draft riots, etc. 
q. Chickamauga and Chattanooga. 
- , 1). Object and results. 

r. What had been accomplished after two years 
of fighting? 

Montgomery 433-44. Epochs III. 227-32. Sheldon 343-9. 
Channing- 540-6. Dodge's View 93-189. Johnstons Orations 
111. 82-92. McMaster 396-9. Thomas 297 302. Johnston 325- 
39. Goi'dy 343-9: 341-4. Fiske 372-8. f See references above.) 



s. When and why was Grant made lieutenant gen- 
eral? Why was it not done sooner ? Suppose 
it had been? 
t. The last year of the war. 
1). Plan of camj)aign. 

2). Reasons for and results of the Atlanta cam- 
paign. 
3). Work of Thomas. 

4), Object and result of the "march to the sea. " 
5). Grant and Lee. 
a). Purpose of each. 

b). ComjDare them as to generalship, re- 
sources, etc. 
c). Sheridan's raid, September, 1864. 
(1). Reasons for and results of. 
6). Great Britain and the Confederate cruisers. 
Kearsarge vs. the Alabama. 
a). When England built ships for the south 
why did Mr. Adams say to her Foreign 
Secretary, "It would be superfluous in 
me to jDoint out to your lordship that this 



OUTLINE GUIDE TO AMERICAN HISTORY. 109 

is war.*' What did England do about it 
then and later ? 
b). Work of privateers? Is it legitimate? 
7). Capture of Mobile. When? How? Why? 
8). Presidential campaign, 1864. 
a). Candidates and platforms, 
b). Why were there two parties in the north? 
c). Why did the army vote? 
9). Why did Sherman go north from Savannah? 
10). Fall of Richmond. 

a). Why did this end the war? 
11). The surrender. 

a). Terms. — Could Grant have offered less? 

Your reasons, 
b). The dispersion of the two armies. — 
Compare the two home goings. 

Sheldon 354-61; 368-70. Channino- 547-53. Epochs III. 233- 
8. Montg-omerv 444-61. Thomas 311-26. Dodge's View 223- 
319. McM aster 399-407. Johnston 339-56. Gordy 355-67. 
Fiske 378-84, ( See references above. ) 



47. In general. 

a. Assassination of Lincoln. 

1). Cause and effect. Why considered so dis- 
astrous? 

2). Why was Lincoln great? If he had lived 
would we feel the same toward him? Your 
reasons. 

3). Read his Gettysburg speech and his second 
inaugural. 

4). Compare Lincoln and Washington. Which 
is most truly American in type? 

b. Prisons and prisoners. 

c. Sanitary and christian commission. 

d. Why was the civil war fought? Was it a rebel- 
lion? Your reasons. Why was the north suc- 
cessful? 

e. What became of Jefferson Davis? Should he 
have been hung? AVhy? 

f. General results, — political, social, economic. 
g Cost of the war, — in men and money. 



110 OUTLINE GUIDE TO AMERICAN HISTORY. 

1). Review finances during the war. 

a). How can Congress raise money? 

b). Reasons for adopting a national banking 
system. 
2). Consider the interest and pensions. 
4). Do y on tlnnk it paid ? Reasons. Compare 

with compensated emancipation. 

Sheldon 348-53: 362-7. Channing 553-4: 515-19. Epochs III. 
232: 238: 217-52. Montgomery 408, 4U: 461-4. Andrews II. 
166-90. Dodg-e's View ch. 61. Am. Hist. Leaf. No. 26. Mc- 
Master 419-26. Thomas 296: 303-9: 326-30. Johnston 324; 357- 
67. Gordy 367-70. S. P. Lee, History of the United States 
( southern ), . ( See references above. ) 



48. Reconstruction, 

a. Reasons why it was a difficult problem. 

b. Different theories advanced as to the condi- 
tion of the seceded states. 

c. Periods of reconstruction. 
1). During the war. 

a). Act of of Congress, 1861, — war was not 
waged "for the purpose of overthrow- 
ing or interfering with the rights or in- 
stitutions" of the seceding states. 
(Does this explain the recognition of 
West Virginia? Your reasons.) 

b). Lincoln's proclamation, 1863. 

c). After the fall of Richmond, Lincoln said, 
"Let 'em up easy." What did he mean? 
2). Work of Johnson. 

a). Compare him with Lincoln in character 
and ability. 

b). Amnesty bill, May 1865. 

c). Organization of state governments, — 
manner and method. 
3). Work of Congress. 

a). Why did Congress object to Johnson's 
work ? 

b). Note the attitude of the south toward her 
^soldiers; toward the negroes. Was there 
any excuse for this ? 



OUTLINE GUIDE TO AMERICAN HISTORY. Ill 

c). Origin of and reasons for the XIV. 
amendment. How received by tlie 
South ? 
4). Reasons for the "iron law' of March 2, 
1867. 
a). Requirements under the mihtary gov- 
ments, 
5). What states had to ratify the XV. amend- 
ment also? Reasons for this amend- 
ment. Do you think it should have been 
passed? 
6). Impeachment of Johnson. 
a). Cause and result, 
b). Your opinion of it. 
7). Carpet Baggers and Scalawags. 

a). What does it signify that one of the 
Plorida constitutions was prepared in 
Chicago? 
8). Ku— Klux— Klan. 

d. Campaign of 1868. 

1). New issues, — why ? 

2). Reasons for the Greenback party. 

e. Grant and reconsnruction. 

f. Hayes and reconstruction. 

Am. Hist. Leaf. No. 26. Andrews II. 194-205. Channing- 
557-69. Epochs III. 254-77. Montgomery 465-77: 482-5; 495. At- 
lantic XXXVII. 21. McMaster 427-31: 439-42. Gordy 374-85. 
Fiske 393-6; 399. Johnston 367-72: 382. Thomas 331,631-6: 341-3; 
348. Johnston's Politics 207-24. Blaine's Twenty Years II. 
ch. XIV. Sheldon 376-9. 



Reading: — Mary A. Livermore, ''My Story of the Civil 
War". Julia Ward Howe, "Battle Hymn of the Republic". 
"Confederate Makeshifts," Harper's Magazine VII. 576. 
"Domestic Life in the Confederacy," Atlantic Monthly, 
August, 1886. 

49. Foreign affairs since the war. 

a. The French in Mexico, — cause and result. 

b. Purchase of Alaska. 
1). Cause and value of. 

2). Compare the Klondike discovery with that 
in California in 1849. 

c. Relations with Ene-land. 



112 OUTLINE GUIDE TO AMERICAN HISTORY. 

1). The treaty of Washington, 1871. 
a). The Alabama claims, 
b. The fishery question. 
1). Newfoundland. 
2). Alaska seal fisheries, 
c). The Puget Sound boundary. 
2). The Venzuelan trouble. 

a). Did the Monroe doctrine applj^ here? 

d. The Pan-American Congress 1889, — object, 
result. 

e. Trouble with Italy, 1890; Chili, 1891. 

f . Relations with China and Japan. 
1). Burlingame treaty, 1868. 

2). Chinese immigration bill, 1881, 1888, 1892-3. 
(See Current History III. 745.) 

g. The Hawaiian difficulty. 

1). Would Hawaii be a desirable acquisition? 
h. The Spanish- American war, — cause. 

1). Suppose we had obtained Cuba in 1854. 

2). Account for the attitude of foreign nations. 

Sheldon 379-80. Fiske 398. Johnsion 379-80. Am. Hist. 
Leaf. No. 6. Thomas 338-41: 345-7: 376: 381: 389-90: 395-7. 
Channing 567-8: 570. Epochs III. 278. Gordv 398-400: 404- 
5; 420-1: 423-5: 429-31. Andrews II. 221-43. 253.^ Montgomery 
477-9: 486: 510: 517-8: 520-1. McMaster 443-4: 449-51: 474: 465. 
Johnston's Politics 225. Blaine's Twenty Years II. 333-40, 
ch. XX. Century XXIV. 323: XXX. 738, 819: XXXVI. 902. 



50. Political history. 

a. Origin of the Liberal Republicans and the Na- 
tional Labor Reform party. 

b. The Temperance partj^ — origin: effect. 

c. The Equal Rights party, — trace progress. 

d. Campaign of 1872. 

1). Compare with iDrevious elections as to 
parties and issues. 

EiDochs III. 281-3. McMaster 442-5. Johnston 382-3. 
Thomas 348-9. Fiske 399. Montgomery 487-9: 510. John- 
ston's' Politics 228-31. ( See indexes). 



OUTLINE GUIDE TO AMERICAN HISTORY. 113 

e. Election of 1876. 

1). Effect of the panic of 1873; of the "salary 

grab," 1873; of the Credit Mobilier, 1872; 

and of political "rings". 
2). Why was the election contested? 
3). The electoral commission, — composition 

and work of. 

Channing- 572-3. Monto-omery 493-4 Epochs III. 279-86. 
McMaster 446-8. Gordy 411. Fiske 401-2. Johnston 384-5. 
Thomas 351-3: 356-9. Johnston's Politics 231-3; 263-4: 269. 
Blaine's Twenty Years II. 561-87. Macy's "Our Gov't." 85-6. 

1 Election of 1880. 

g. Civil service reform. 

1). Lincoln, after the fall of Richmond, pointing 
to a crowd of office seekers, said, — "Look at 
that! Now we have conquered the Rebel- 
lion; but here you see something that may 
become more dangerous to this Republic 
than the Rebellion itself". Has this prov- 
ed true? Your reasons. 

2). Bill of 1865 was ridiculed. Why? 

3). Grant's work, 1871. 

4). Hayes' pledge for a "thorough" reform. 

5). The Pendleton act, 1882. (This covered 
14,000of the 120,000 government employees.) 

6). Cleveland's civil service pledge and his suc- 
cess in keejiing it. 

7). Later additions to the reform list. 

8). Arguments for and against this reform. 

Channing- 574-9. Monto-omerv 495-6; 498-9. Gordy 414-5. 
Epochs III. 277; 288-9: 293, >lske 404-5. Johnston 394. 
Thomas 367. Sheldon 399-402. Johnston's Politics 226-7; 
262; 268-70; 276. Macy's Our Govt. 134-8. Blaine's Twenty 
Years II. 644-51. ( See indexes. ) 



h. Elections since 1880, — candidates, parties, and 

platforms, with reasons for each success. 

Which way would you have voted? Why? 

Would it make any difference w^here you lived 

or w^hat your business was? 
i. The Presidential succession act, 1886. 



114 OUTLINE GUIDE TO AMERICAN HISTORY. 

1). Cause and terms, 
j. The electoral count bill, 1887. 
k. Ballot reform, 1888 etc., — cause and effect. 

Thomas 374: 394-5. McMaster 462-3. Gordv 416: 422-3. 
Andrews 11.206-21. Montg-oraery 506-8. Epochs III. 294-6. 
Johnston 399. ( See indexes in larger histories. ) 



1. Economic politics. 

1). Reduction of the national debt. 

a). Was it wise to date the payment of bonds 

as late as 1891 and 1907? Your reasons. 
Effect on the tariff. 
2). History of the tariff since the war. 
a). Tariff of 1861-5. 
b). Why were internal taxes and so-called 

revenue duties removed at once, and not 

the protective duties ? 
c). Why is it difficult to remove a protective 

duty? 
d). Effect of the panic of 1873 on the tariff, 
e). Cause and result of the tariff' commission 

of 1882. 
f). Republican platform of 1888 stood for a 

reduction of the national income without 

lowering the protective duties. Why? 

(1). Result,— McKinley bill, 1890. 
g). The Wilson Senate Tariff Act, 1894. 

(1). The principal changes. 

(2). Income tax, — its fate, 
h). Trusts and the tariff, — why did people 

feel that lowering the latter would 

destroy the former ? 
i). The Dingley bill. 

See indexes for "tariff". Channing- 579-81. Montgomery 
505; 510-1; 518. McMaster 466-7: 473. Gordy 407: 427-8. Fiske 
400; 407-9; 411. Johnston 396. Thomas 381. Epochs III. 291. 
Taussig on the tariff". 

3). Silver legislation. 

a). 1870, silver demonetized. Why? Ger- 
many did the same, — did it affect us? 



OUTLINE GUIDE TO AMERICAN HISTORY. 115 

b). Effect of the discovery of silver in 

Nevada, etc. 
c). 1878, Bland silver bill,— purpose; effect, 
d). 1679, specie payment resumed, 
e). 1890, Sherman silver purchase act,— 

purpose and effect, 
f). Free silver discussed from 1890. 
g). Silver conference in Brussels, 1892,— 

purpose; result, 
h). Cause and effect of the panic of 1893. 

Compare with previous financial crises, 
i). Repeal of the Sherman purchase clause, 

1893,— cause and effect, 
j). Silver in the campaign of 1896. 

(1). How would you have voted? Why ? 

Suppose you had Hved in Colorado ? 

k). Will the Klondike mines affect the silver 

question? Your reasons. 

Montg-omery 489-92: 497-8; 515-6. Epochs III. 291-2. McMas- 
ter 435; 44.5-6: 448-9; 467: 471-2. Fiske 403. Gordy 412; 42o-6. 
Johnston 389-91. Thomas 354, 362; 364-5; 380, 386,396. Blaine s 
Twenty Years II. 602-10: 563-88. ( See indexes ). 

4). Strikes,— study especially those of 1886, 

1887, 1892, 1895,— cause and effects. 

a). Effect of communistic and anarchical doc- 
trines. 

b). Attitude of employers. 

c). Management of capital. 

d). Effect of the civil war. 

e). Effect of immigration. 

f). Effect of trusts and corporations. 

g). Trade unions and Knights of Labor. — 
Advantages and disadvantages of the 
above. 

Montgomery 496, 505, 513, 517. McMaster 460-1; 464. 468. 
Gordv 408-9; 417, 423, 425, 428-9. Thomas 377-9; 391-2. John- 
ston 395, 397, 399. Johnston's Politics 263, 265- (See ma.o-a- 
zine articles and indexes.) 



5). Admission of states. 



116 OUTLINE" GUIDE TO AMERICAN HISTORY. 

m. Material development. 

1). Progress in manufacturing. 
2). Progress in transx)ortation, 
a). Railroads, — cause and effect. 
b). Consolidation of railroads. 
c). Inter-state commerce bill, 1887. 
d). Great bridges, — Brooklyn, etc. 
3). Progress in agriculture. 
4). Submarine cable. — Suppose we had to do 

without it now ? 
5). Elevated railways, — cause, effect. 
6). Telephone and other inventions. 
7). Effect of great fires, — Chicago, Boston, etc. 
8). Importance of standard time. 
9). Value of the weather bureau system. 
10 j. Purpose and effect of great expositions, 

1876, 1884, 1893, 1898. 
11). Mississippi jetty system. 
12). Irrigation, forest l-eservations, natural gas, 
etc. 
Charming: 584-91. Andrews II. 284-9-t; 261-70. Montgomery 
499, 503, 508, 510, 515, 518, 523. McMaster 4.34-5: 439: 454-5: 
456-60. Gordy 386, 339-90: 399-404: 410, 415. Thomas 347-8; 
350-1; 354, 364: 368-72: 383-4; 392, 397. Johnston 378-9; 388-9; 
395, 405: 409-12. Fiske 405-11. Century XXIT. 420. (See 
indexes. ) 

.n. Population. 

1). Compare increase by decades. 

2). Account for the change in the center of 

population. 
3). Immigration. 

a). Why do foreigners come here? Where 

do they come from? Where locate? 
b). What Americans desire immigration ? 
c). Cause and effect of the Contract Labor 

Act of 1887. 
d). Chinese exclusion, — reasons for and 

against. 
e). Should we exclude or limit other immi- 
gration ? Note the educational restric- 
tion of 1898. 
f). What can we do to Americanize foreign- 
ers? 



OUTLINE GUIDE TO AMERICAN HISTORY. 117 

g). Are our naturalization laws satisfactory? 
h). Trace your own ancestry, 
i). Why are you an American ? 

4). Why have our cities grown so? Is it a 
good thing? Your reasons ? 

5). Why are so many New England farms de- 
serted ? Why do farmers retire ? Who are 
the renters ? Why ? What would be the 
effect of good roads? 

Channing 581-4. Epochs III. 297. Montgomery 512. Gordy 
393-6; 398-9. Thomas 389. .Tohnston 402-12. Sheldon 386-90. 
.Bryce, Am. Com. II. Pts. IV. VI. Eggleston in Century 1882- 
5. Current Hist. III. 68, 745. Ninteenth Century XII. 134; 
XXV. 431. N. A. Review CXXXIX. 258. 

o. The New South. 

L). The Blue and the Gray, — should there be 

any distinction ? 
2). Domestic life in the south today. 
3). Industries. 
4). The Freed man. 

a). If he is poor and has a hard time now, 

whose fault is it? 
h). Does the south need the negro ? Your 

reasons. 
c). Work of Booker T. Washington, 
d). Purpose and result of the Atlanta Ex- 
position, 1895. 

Epochs III. 298. Montgomery 509, 518-9. Gordy 387-9. 
Thomas .363: 371-3. Sheldon 390-4. Forum XIII. 66, 673: XVI. 
68. Century, March, 1885, p. 797: XXX. 3, 185, 674. Atlantic 
LXX. 828. Independent, Nov. 15, 1893. 

p. Mormon question. 

Epochs III. 268. Montgomery 501-2; 513. Thomas 367. 
Johnston's Politics 272. Century XXIII. 449, 712. 



q. The Indian question. 
Thomas 344, 349, 355. Johnston 388. Gordy 405-7; 418. 
Sheldon 381-5. 



Reading.— Longfellow, "The Revenge of Rain-in-the-Face." 



118 OUTLINE GUIDE TO AMERICAN HISTORY. 

r. The GreatWest. 
McMaster433-t); 455-6. Gordy 396-402. Sheldon 393-8. 



Reading. — Bret Harte, ''What the Engines Said." Roose- 
velt's articles in Century of 1888. 

s. What are the chief political questions of today? 
Their relative value? How should they, in 
in your judgment be settled? Why? 

t. Our Nation's duty in World affairs. 



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